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Office for Learning and Teaching Grants program

Title of Project and Project Number: Project Number: ID12-2407 Title: Enhancing collaborative learning in information systems business analytics using data visualisation and manipulation techniques.

Lead Institution: Deakin University

Partner Institution/s: University of Sydney

Project Co-Leaders and contact details: Name: Associate Professor Jacob Cybulski Email: jacob.cybulski@deakin.edu.au Ph: (03) 9244 6847 Name: Associate Professor Olivera Marjanovic Email: Olivera.marjanovic@sydney.edu.au Ph: (02) 9351 8477

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1 Progress against specified outcomes and deliverables Data collection, analysis and refinement at partner institutions Cross-Institutional Collaboration: Deakin and University of Sydney Co-design of Year two project activities

In February and March 2014, both teams worked together on a big picture blueprint for Year 2 project activities, including a very detailed plan for learning activities and their evaluation at Deakin and University of Sydney. The objective was to design comparable learning activities in visual analytics, taking into account contextual differences between units and programs offered at the two universities. The outcome of this process was a 5-step blueprint of activities, evaluation methods, new data analysis methods and a list of expected research opportunities for each step. The implementation of this 5-step blueprint is currently in progress.

Continuous design, implementation and evaluation of Learning Designs using the tools developed in Year 1 of this project

The teacher collaboratory (i.e. online Repository of Learning Designs) that was designed and implemented in Year 1 of this project is now being used across the two teams to capture new learning activities being designed and implemented (following the 5-step blueprint) as well as to share insights and innovative practices. This practice will continue until the end of this project and beyond.

Educational and knowledge management research on the teacher repository In addition to using the newly developed Repository of Learning Designs to support team practices, scholarly research on the same repository has also been engaged upon. So far, an experiment among teachers has been designed and implemented to measure the expressiveness of the LD modelling language across two different teaching contexts and its effectiveness in capturing the essential details of our individual practices in a way that could be communicated to other teachers. Further experiments are planned for the rest of this year.

Deakin University – Cycle 1 Use the Collaboratory in class and online

In Trimester 1, 2014, using the learnings from the 2013 “CD Store” pilot, a more complex “Music Mountain Music Shop” application was developed and used in tutorials in the 1st year undergraduate unit MIS171 - Business Analysis. The “Music Mountain Music Shop” e-commerce web site provides a simulated experience of browsing, selecting and purchasing old and new music titles from a variety of genres. Figure: Music Mountain Music Shop

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Students were instructed as to how to use the application and were encouraged to “purchase music” from the “Music Mountain Music Shop”. Encouragement was provided in the form of vouchers to an actual music shop valued at $25 which were drawn weekly to students who had “purchased” music tracks and CDs at the “Music Mountain Music Shop”. Assignments Part 1 and Part 2 used the “music shop purchase data” to produce visualisations of transaction data as part of data analysis. The narrative accompanying the tasks was intended to support the learning of basic Business Analytics concepts, such as the understanding of business data (about stock and sales), use of descriptive statistics, and a variety of analysis tasks related to sampling and distribution.

Figure: Music Mountain visual analytics Assignment Part 3, based on the previously learnt concept in Parts 1 and 2, encouraged students to use visual analytics for data exploration, analysis and decision making. In the process students were asked to: 1. Produce three visualisations to answer the

question. For each visualisation the students stated in what ways the visualisation was suitable to answer the question and determined any weaknesses of the visualisation

2. Students were also asked to select and explain which visualisation they believed best answered the question given the particular context / purpose.

Individual insights gathered from the assignments are to be extracted, coded and analysed.

Formative evaluation of the partner based Collaboratory / survey / focus groups / lab study

Following on from the individual insights developed as part of the assignment, students will be asked to work in groups to collaboratively develop and negotiate insights around the visualisation, collaboratively tabulating the positives and negatives of different visualisations for the particular problem. Students will also be asked to individually reflect on what they learned about the advantages and disadvantages of different visual designs that they didn’t know before.

Figure: Example of three “scientific visualisations

The tabulated insights will then be analysed and compared with the aggregate of the understanding produced in the previous assignment. The impact of collaborative learning will then be assessed against the performance of students working alone.

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University of Sydney – Cycle 2 Evaluation of the cloud-based SAS Visual Analytics provided by Teradata University Network

In Feb 2014, Teradata University Network (TUN), in partnership with SAS, offered a cloud-based SAS visual analytics environment, including learning activities (4 Assignments) and a data-set with 3.5 million records. This SAS VA environment needed to be evaluated in order to determine its suitability for the in-class learning activities in INFS3050 (BI for Managers) and INFS6018 (Managing BI). This new environment removed the need to purchase and install a dedicated SAS server or to access the SAS server at Deakin. Instead, it enabled access to valuable industrial-strength resources in the cloud, free of charge.

Development of new learning activities in VA, extending of the SAS VA offering on TUN

With SAS VA now being available and including the initial set of learning activities, a way was found to incorporate this newly available resource within the project to take full advantage of activities and data sets being offered. These development activities took place during Feb, March and April 2014. This new resource strengthened our project even further, as it enabled us to design additional innovative activities in VA beyond the predominantly skill-based activities offered on TUN, focusing on higher-level learning (in terms of cognitive and knowledge skills).

Implementation of newly developed learning activities in VA in class following the 5-step OLT project blueprint, using the in-class Collaboratory

Using the datasets and the existing TUN assessments available through the cloud-based SAS Visual Analytics as (preparatory) homework, our newly designed learning activities in VA were implemented in class, in weeks 8, 9, 10 and 11 of Semester 1 2014 in both INFS3050 and INFS6018. In parallel and through action design research a study was conducted to investigate various aspects of students’ learning in VA, in particular, the effectiveness of the teaching methods, using the evaluation methods also designed in the OLT project. Application of concepts and the ability to gain individual insights are currently being evaluated and compared across the partner universities. The experience gained through these in-class activities (in weeks 8, 9, 10 and 11), in particular our observations of students sharing their analytical insights, has enabled the externalisation of design requirements for the Online Student Collaboratory that will be developed during the later stages of this project.

Formative evaluation of the partner based Collaboratory / survey / focus groups. Lab study

The same work in groups to collaboratively develop and negotiate insights around the SAS visualisations is still to be conducted.

Deakin Cycle 1 and University of Sydney Cycle 2: Refine the Collaboratory, cases, data and tool resources to support the Collaboratory

Further visualisations are being developed to move away from standard visualisation into visualisations that deal with more complex collections of data and their types. A “design gallery” competition data can be used where designers create different visualisations for the same domain. These visualisations can then be used to repeat the formative evaluation exercise, thus refining and improving the collaboratory.

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Refinement of the framework for teaching and learning BA intuitively and collaboratively A framework of learning objects, across both Deakin and Sydney, is currently being developed to record the design and application of different approaches to teaching and learning of Business Analytics with interactive visualisation of data. For each learning object (as determined in Assignment Part 1, 2 and 3), the framework identifies learning objectives, industry practice (how learning experience translates) and industry relevance (equips students to deal with these types of industry challenges).

Reflection, reporting and dissemination in the community of BA education and practice Deployment of the Collaboratory for the community use

Within the School of Information and Business Analytics (SIBA) at Deakin University, a new facility, the SAS Visual Analytics Collaboratory, has been established with the support of SAS Australia. While the collaboratory at this stage focusses mainly on its research objectives, it is set up to establish a broad academic collaboration and to disseminate its findings to the larger community of researchers and teachers of Business Analytics. Within the BIS Discipline at the University of Sydney, the concepts and practices of innovative learning activities in VA (implemented in INFS3050 and INFS6018 classes) and Learning Designs stored in the Online LD Repository have been considered and are in the process of being adopted by a newly developed unit in the Work and Organisational Studies (WOS)

Figure: Examples of complex interactive visualisations

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Discipline called “Alternative Business Models”, due to be offered in 2015 in the Business School.

Report to and consult with the national community of BA practice and a reference group

Papers written

A paper on the Deakin Cycle 1 pilot study, describing the use of interactive visual narratives in teaching Business Analytics has been submitted to the A ranked Journal of Computer Assisted Learning:

Saundage, Dilal; Keller, Susan; Marjanovic, Olivera; Cybulski, Jacob; Dharmasena, Lasitha; Matharage, Sumith, Interactive visual narratives: an innovative method for teaching the foundations of BA, Journal of Computer Assisted Learning (JCAL).

A paper exploring the use of visual metaphors in the design of interactive analysis has been submitted to the conference on Data Visualisation to be held in Sydney in August:

Jacob Cybulski, Susan Keller and Dilal Saundage, Metaphors in interactive visual analytics, 7th International Symposium on Visual Information Communication and Interaction (VINCI’2014), Sydney, Australia.

A paper explaining creative problem-solving using visual analytics has been accepted for publication for B ranked journal Computers and Human Behaviour and has now appeared online:

Jacob Cybulski, Susan Keller, Lemai Nguyen and Dilal Saundage (2014): Creative problem-solving in digital space using visual analytics, Computers and Human Behaviour.

A paper looking at the use of Business Analytics and Business Intelligence to make sense of organisations has been written to review concepts and methods of interest to advanced Masters students, it has been submitted to the A ranked journal Communications of Associations for Information Systems (CAIS):

Morteza Namvar, Jacob Cybulski, Yee Ling Boo and Luckmika Perera, Using business intelligence to make sense of organizations: challenges and opportunities, Communications of Associations for Information Systems (CAIS).

A follow up paper on the use of Business Analytics and Business Intelligence in modern organisations, was submitted to the top International Conference on Information Systems, NZ, Dec 14 – 17:

Morteza Namvar and Jacob L. Cybulski, BI-based organizations: A sensemaking perspective, International Conference on Information Systems (ICIS’2014), New Zealand, Auckland.

Papers in progress:

“Using Educational Research to Guide and Evaluate Student Learning in Visual Analytics” Marjanovic, Olivera; Keller, Susan; Saundage, Dilal; Cybulski, Jacob; Dharmasena, Lasitha; Matharage, Sumith, - this paper is about to be submitted to Studies in Higher Education (by mid-June)

“From Practitioner Stories to Innovative Learning Activities in VA” (led by Olivera Marjanovic)

“Sharing of Innovative Teaching Practices in VA” (led by Olivera Marjanovic)

“Design, Implementation and Evaluation of Online Repository of Learning Designs – An Action Design Project” (led by Olivera Marjanovic)

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Presentations

Presentation of “Immersion, creativity and teamwork – three factors of collateral learning” at ACDICT Learning and Teaching Forum at UTS Sydney, (May 8-9)

Presentation “From Practitioner Stories to Innovative Learning Designs in Visual Analytics” on the outcomes thus far of the project and scholarly discussion re the contribution to educational research at the University of Sydney with, the University of NSW and University of Technology Sydney in attendance, (May 15)

Project websites The following sites have been further enhanced and will be pulled together within the Deakin project website:

Deakin project status web site http://www.deakin.edu.au/ business/information-systems-business-analytics/vba

Visual Analytics website www.visanalytics.org (see figure)

Music Shop website www.playanalytics.org/shop website

Figure: Visual Analytics website Wikispaces The Collaboratory for Teachers in Wikispaces web site: http://www.wikispaces.com has been further enhanced by additional learning designs developed and implemented in the first half of 2014. This practice of externalising our own innovative practices and storing them as learning designs will continue for the rest of this project and beyond, as we find this collaborative environment to be useful for our own knowledge sharing. (see figure)

Figure: Wikispaces website Social network An external network, via Yammer, titled “Australian/NZ Community of Business Analytics Educators” has been established (www.yammer.com)

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Project Conference 2 The second Project Conference is scheduled to be convened in Melbourne on Dec 2 and 3, 2014. Day 1 will be a presentation of the Final Report to Reference Group members and the Independent Auditor. Day 2 will be for the team to collate and discuss feedback/suggestions, apply changes as appropriate and to wrap-up the Final Report

Invite members of the community to the collaboratory

Passer-by Analytics – Learning by casual users and the public With the use of a specially constructed large screen located in the foyer of Deakin University’s Business and Law building at the Melbourne Burwood campus, a fully immersive game with motion tracking for collateral learning of Business Analytics concepts has been developed for the use of passing-by business students.

Figure: Large screen, powered by SAS

2 Review of Progress

2.1 Major achievements against schedule/ project brief The major achievements of the project in the first five months of 2014 have been substantial in that the:

An enhanced pilot student collaboratory, the “Music Mountain Music Shop”, was developed and used in Trimester 1 in an undergraduate unit at Deakin University, evaluated and a paper was written and submitted to the A ranked, Journal of Computer Assisted Learning

SAS Visual Analytics datasets and assessment in the Cloud were used in Semester 1 at University of Sydney in both undergraduate and postgraduate classes, evaluated and findings will inform a conference paper

New learning activities in SAS VA were developed, implemented and evaluated, thereby extending the existing SAS VA assignments currently offered on TUN and taking students beyond skill-based training to higher-level learning in terms of knowledge and cognitive skills

A Learning Objectives Framework (the 5-step blueprint) has been developed and adopted by both teams at Deakin and University of Sydney

A short paper titled “Metaphors in Interactive Analysis” has been written and submitted to the Data Visualisation conference in Sydney

Two presentations have been made 1) “Immersion, creativity and teamwork – three factors of collateral learning” at ACDICT Learning and Teaching Forum at UTS Sydney, (May 8-9) and 2) “From Practitioner Stories to Innovative Learning Designs in Visual Analytics” at Sydney University with, the University of NSW & University of Technology Sydney in attendance, (May 15)

Posters, presentation, papers and/or workshops have been identified for 3 international conferences; VIS, ACIS and ICIS

A number of other papers are in progress

The Yammer network is still running for BA educators and invited industry practitioners.

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2.2 Lessons learnt Due to the initial issues in Year 1 with large datasets being protected by copyright, the Year 1 Pilot “CD Store” and the subsequent Year 2 improved pilot, “Music Mountain Music Shop” were designed in such a way that the core of the system relied on open source databases and some of the ‘operational’ data was generated by students creating their own data through the application. It was found that, although encouraged with vouchers for a real music shop to the value of $25, students’ participation in “purchasing music” from the “Music Mountain Music Shop” was disappointingly low. Similarly, when asked to do learning activities, student responses in the past had been low. As a result, the University of Sydney reverted to conducting all learning activities in class and asking students to return the results on their departure. To prepare students for in-class activities, students were expected to complete SAS VA Assignments offered on TUN as homework, so they could engage in more complex activities in class where their performance could be observed more closely.

2.3 Challenges met The diversity of the partner universities in skill sets, experiences and geographical locations has provided a major challenge, however, this has been overcome by way of formal fortnightly team meetings via conference call/Jabber, weekly design meetings and other regular communication facilities such as email, Google Docs and the project websites, as well as short visits used for very intensive project work and collaboration on paper writing. Time allocation to project tasks in an already busy academic environment is a challenge, however, the motivation of team members to be involved assists significantly. Motivating students to participate in generating data, by way of the developed applications and filling out quizzes, has been a challenge. The SAS VA environment was made available on Teradata University Network in mid-February, two weeks prior to the beginning of Semester 1 at the University of Sydney. This considerably increased the workload for the project co-leader, as the offered activities and assessments had to be tested in terms of their complexity and learning objectives as well as reliability of software that was hosted in the cloud. Brand new learning activities in Visual Analytics were then designed. This challenge was successfully met by the team at the University of Sydney (in addition to normal teaching load).

2.4 Indicate if and how these challenges will have an impact on the outcomes, the timeline or the budget?

Through the fortnightly Team Meeting Minutes, Tasks Lists (which identifies team member responsibilities and deliverables), the monthly Project Status Reports (which tracks status of individual tasks and actuals against budget) and emails to individuals indicating/reminding team members of their task responsibilities and timelines, the project at present is in good shape from both a timeline and budget perspective. In regard to low student participation numbers, where possible, exercises have been conducted in class, as opposed to expecting students to complete these tasks in their own private time. In regard to the challenge posed by the newly available SAS VA Environment on TUN, not only was that challenge met, but the new environment has in many way strengthened project outcomes, by way of extending the current offering on TUN (that is considered to be the best resource available). This is expected to increase the profile of our project even more, when the results are disseminated in the second half of this year at various international gatherings of TUN members.

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2.5 In terms of the planned deliverables, what is your estimation of how far the project has progressed? Please indicate percentage below:

(75%) in (75% of the elapsed project timeline)

0% 25% 50% 75% 100%

3 Formative Evaluation

3.1 What formative evaluation processes are being used? By using the Student and Teachers’ Collaboratories in teaching, data collection, analysis and refinement of the collaborator facilities was performed over two cycles in 2014 in undergraduate studies at Deakin University and both undergraduate and postgraduate studies at the University of Sydney. Monthly Project Progress reports are sent to Reference Group members for their comment / feedback. A final Project Conference will be convened Dec 2 – 3, 2014 with members of the Reference Group and the Independent Auditor, who will provide valuable industry feedback and insights which will inform the Final Report.

3.2 What have you learnt from these processes thus far? The feedback received from both students and industry reference group members via our methods of formative evaluation has provided very informative and valuable data which, when applied, has and will continue to enhance the outputs of the project; Collaboratories, Final Report and journal/conference papers.

4 Events Provide details of events held during the period. Events include workshops, forums or colloquiums involving participants outside of the project team.

EventDate

Event title, Location (city only)

Brief description of the purpose of the event

Number of partici-pants

Number of higher education institutions represented

Number of other institutions represented

May 8-9

ACDICT Learning and Teaching Forum (Sydney)

Presentation on “Immersion, creativity and teamwork – three factors of collateral learning” to IT Deans and Professors

Approx. 40 Approx. 10 Approx. 15

May 15

Presentation hosted by the University of Sydney Business School with invitations sent to UNSW and UTS

Presentation and scholarly discussion re the contribution to educational research

10s 3 0

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Provide details of events planned over the next six months. If you would like to publicise forthcoming events on the OLT website please email learningandteaching@education.gov.au.

EventDate

Event title, Location (city only)

Brief description of the purpose of the event

Number of participants

Number of higher education institutions represented

Number of other institutions represented

April-on

City of Melbourne Open Data trial (Melbourne)

Invitation from the City of Melbourne to be part of their Open Data portal trial

100s 10s 10s

Aug 7-10

AMCIS (Atlanta)

Session of Visual Analytics through Teradata University Network

100s 100s 100s

Aug 5-8

7th International Symposium on Visual Information Communication and Interaction (VINCI) (Sydney)

Short paper submitted for review

100s 100s 100s

Nov 9 -14

VIS 2014 (Paris)

Publish results at international conference

1000s 100s 100s

Nov International Conference of Knowledge Management and Intellectual Capital, University of Sydney (Sydney)

Develop an abstract 10s 10s 10s

Dec 2 2014

Project Conference 2 (Melbourne)

Face to face project meeting (with Reference Group and Independent Auditor) to ratify Final Report

14 2 3

Dec 8-10

ACIS 2014 2nd national workshop on Business Analytics and Data Visualisation, (Auckland)

Present results 100s 100s 100s

Dec 14-17

ICIS 2014 (Auckland)

Publish results 100s 100s 100s

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5 Financial acquittal of first payment This additional financial statement is only required if you have been asked to provide it to release your second payment. All expenditure should be reported in whole dollars, exclusive of GST.

5.1 Summary – Expenditure against first funding instalment as at end April 2014

Year 1 Budget

Year 1 Actuals

Year 2 YTD

Actuals

Total expenditure against first

payment

Personnel 68,262 60,947 45,756 106,703

Project support 4,030 3,264 5,778 9,042

Project activities 8,406 5,168 4,340 9,508

Institutional overhead plus rounding 8,302 4,770 4,510 9,280

Total 89,000 74,149 60,384 134,533

First funding payment 165,000

Remainder of first funding payment 30,467

% of first funding payment spent at end of April 2014 82

Expenditure of remaining Year 1 funds It is proposed that the remaining Year 1 funds will be expended by July 2014 as follows:

May 2014: $8,000 on Research Associate/Project Manager, Online developers, Associate Professor Jacob Cybulski’s trip to Sydney to present at the ACDICT Learning and Teaching Forum and Professional editing services on conference/journal papers

June 2014: $14,600 on Research Associate/Project Manager, Online developers and conducting work in groups to collaboratively develop and negotiate insights around visualisations

July 2014: $8000 on Research Associate/Project Manager, Online developers.

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5.2 Year 1 Actuals against Budget - 2013

Year 1 / Stage 11

Budget

$

Expenditure

Balance $

Actual

$

Committed2 $

Notes

Personnel

Team Deakin

Project Co-Leader (Jacob, Level D-4) 10,331 16,200 -5869 1

Senior Research Associate/Project Manager 21,651 17,544 4,107

Independent Evaluation Auditor 0 0 0

Online/Game developer 9,077 0 9,077 2

Team Sydney

Teradata Univ Network visitor 4,027 4,027 0 3,4

Research Assistant 14,099 14,099 0 3

BA/BI Developer 9,077 9,077 0 3

Sub total 68,262 60,947 7,315

Project support

Eval of practice focus transcription 720 720 0 3,5

Eval of practice lab transcription 1,500 1,084 416 3,5

Pilot study focus transcription 360 360 0 3,5

Pilot study lab transcription 750 750 0 3,5

Cycle 1+2+3 focus transcriptions 0 0 0

Cycle 1+2+3 lab transcriptions 0 0 0

Final interview transcriptions 0 0 0

Student survey design and analysis 700 350 350 3

Sub total 4,030 3,264 766

Project activities

Printing and distribution of reports 125 516 -391 6

OLT event attendance 3,000 0 3,000 7

Nine focus groups 891 446 445 3

Team video conference 1 (2013) 750 2,078 -1,328 3

Team video conference 1 (2014) 0 0 0

Workshop I (at ACIS 2013) 2,640 1,320 1,320 3

Workshop II (at ACIS 2014) 0 0 0

Incidental travel 1,000 808 192

Sub total 8,406 5,168 3,238

Institutional overhead levy, plus rounding 8,302 4,770 3,532

Sub Total 8,302 4,770 3,532

Total Year 1 / Stage 1 Budget 89,000 74,149 14,851 8

1 Where the report does not cover a full year of expenses, please note the timeframe of the report 2 Committed expenditure represents funds for purchases or personnel costs that have already occurred

and are awaiting invoices/payments.

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Notes: 1. As Associate Professor Jacob Cybulski was teaching a brand new unit, he could not hand this

off to a sessional, therefore these funds were used to employ two Industry Based Learning students for a period of 12 weeks from mid Nov 2013 to mid February 2014 to develop the Music Shop

2. Due to the change of direction for the T2 pilot (students creating their own data as opposed to copyrighted datasets) it was deemed better use of these funds to employ an online developer in 2014 when there would be the need for substantial development.

3. Funds were transferred to the University of Sydney according to the Funding Agreement 4. TUN visitor unable to visit in 2013, visit postponed for 2014 5. Funds used to employ a Research Assistant to perform data entry for student quiz 6. Colour printing costs for Visual Analytics images in journal paper accepted by Computers in

Human Behaviour 7. OLT event not attended in 2013 8. Equates to 16% of 2013 budget to be carried into 2014

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5.3 Year 2 Actuals against Budget as at end of April - 2014

First payment acquittal

Balance Start of Year 23

$

Expenditure

Balance $

Actual YTD

$

Committed4 $

Notes

Personnel

Team Deakin

Project Co-Leader (Jacob, Level D-4) 4,462 0 4,462 1

Senior Research Associate/Project Manager 48,065 7,992 40,073 0 2

Independent Evaluation Auditor 10,000 0 10,000 0 3

Online/Game developer 11,346 2,842 8,504 1

Team Sydney

Teradata University Network visitor 4,027 4,027 0 4,5

Research Assistant 28,626 28,626 0 4,6

BA/BI Developer 2,269 2,269 0 4,7

Sub total 108,795 45,756 50,073 12,966

Project support

Eval of practice focus transcription 0 0 0

Eval of practice lab transcription 416 273 143 8

Pilot study focus transcription 0 0 0

Pilot study lab transcription 0 0 0

Cycle 1+2+3 focus transcriptions 2,160 1,080 1,080 4,8

Cycle 1+2+3 lab transcriptions 4,500 2,250 2,250 4,8

Final interview transcriptions 2,250 1,125 1,125 4,8

Student survey design and analysis 2,450 1,050 1,400 4,8

Sub total 11,776 5,778 5,998

Project activities

Printing and distribution of reports -16 298 -314 0 9

OLT event attendance 3,000 0 3,000 1

Nine focus groups 2,254 904 1,350 8

Team video conference 1 (2013) -1,327 0 -1327 0 9

Team video conference 1 (2014) 750 375 375 10

Workshop I (at ACIS 2013) 1,320 0 1,320 11

Workshop II (at ACIS 2014) 2,640 1,320 1,320 4,11

Incidental travel 1,191 1,443 -252 0 9

Sub total 9,812 4,340 -1,893 7,365

Institutional overhead levy, plus rounding 15,468 4,510 1,893 9,065 4,9

Sub Total 15,468 4,510 1,893 9,065

Total Year 1 / Stage 1 Budget 145,851 60,384 50,073 35,394

3 Balance Start of Year 2 figures are made up of the originally documented Year 2 budget figures

($131,000), according to the OLT application, plus the unspent portion of the Year 1 budget ($14,851). 4 Committed expenditure represents funds for purchases or personnel costs that have already occurred

and are awaiting invoices/payments.

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Notes: 1. Proposed to be spent on Online/Game developer ($4,462 Jacob’s buy-out, $11,346

online/game developer, $3000 OLT attendance: total of $18,808 @ $34.31 per hour gives approx. 548 development hours)

2. Project Management contract commitment to 31/12/2014. Remainder to be spent on a Research Associate to assist Associate Professor Jacob Cybulski.

3. Independent Auditor – Memorandum of Understanding has been signed – commitment of $10,000

4. Funds, or part thereof, were transferred to the University of Sydney according to the Funding Agreement

5. Proposed to be spent on a member of TUN visiting University of Sydney (TUN visitor unable to visit in 2013)

6. Funds used to employ a Research Assistant 7. Proposed to be spent on BA/BI developer 8. Funds to be used to conduct work in groups to collaboratively develop and negotiate

insights around the visualisations. Proposed attendance by Associate Professor Olivera Marjanovic in Melbourne in order to participate on site.

9. Funds used to clear the following line items in deficit: a. Printing and distribution, -$314 b. Team Conference 1 (2013), -$,1327 c. Incidental travel, -$252 d. Remaining funds to be put towards

i. Project Conference 2, $1,700 (given that Project Conference 1 ended up in deficit of $1,327)

ii. Incidental travel iii. Professional editing of publications iv. Associate Professor Jacob Cybulski’s dissemination of project results and

community building at the VIS Conference, Nov 9-14, 2014, Paris 10. To be used for second and final Project Conference, scheduled for Dec 2 – 3, 2014 11. ACIS 2013, was in Melbourne, so Deakin team members were able to attend with minimal

expense to the project. This year, being in New Zealand, it is proposed that a team member will be funded to attend for the dissemination of project results and community building, utilising funds from both Year 1 and Year 2 budget.

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6 Certification Certification by project co-leaders I certify that this is an accurate representation of the progress of the project. Project leader: Associate Professor Jacob Cybulski....................................................................... Signature: ……………………..................................................... Date: …May 23, 2014...............

I certify that this is an accurate representation of the progress of the project. Project leader: Associate Professor Olivera Marjanovic..................................................................... Signature: ……………………………………………………………………… Date: …May 23, 2014...............

Certification by DVC/PVC (Academic), or equivalent, or official delegate I acknowledge submission of the Progress Report. Full name: …Professor Beverly Oliver…................................................................................... Position: …Deputy Vice-Chancellor (Education)....................................................................... Signature: ……………………......................................................... Date: ………………................... Please submit report via the Grants online portal: http://www.olt.gov.au/grants-and-projects/project-management