Document title: Project Document Cover Sheet
Last updated: April 2007
Project Document Cover Sheet
Project Information
Project Acronym
iChem3D
Project Title
Supporting lifelong learning: enhancing the value of interactive 3D
chemistry.
Start Date
1 Jun 2009
Lead Institution
University of Liverpool
Project Director
Project Manager &
contact details
Dr Nick Greeves
Dr Nick Greeves Tel: +44 (0)151 794 3506
Email: [email protected]
Partner Institutions
No formal partners
End Date
31 May 2010
Project Web URL
Programme Name
(and number)
Learning and Teaching Innovation Grants Circular 04/08
Programme Manager
David Kernohan ([email protected]).
Document Name
Document Title
Project Plan
Reporting Period
for progress reports only
Author(s) & project
role
Nick Greeves Project Manager
Date
3 April 2009
Filename
iChem3Dprojectplan.pdf
URL
Access
! Project and JISC internal
" General dissemination
Document History
Version
1.0
Date
030409
Comments
Project plan prepared in response to offer letter of 120309
Project Acronym: iChem3D
Version:1.0
Contact: Nick Greeves
Date:3/4/09
JISC Project Plan
Overview of Project
1. Background
Interactive simulations are becoming an increasingly important component for learning in the Physical
Sciences. They can be used very effectively in traditional lecture demonstrations but are also
invaluable for individual study in a personalized learning environment. Interactive computer generated
simulations offer the opportunity for uniquely informative, enjoyable, and lasting learning. Until
recently, they required specialised software but now a high quality experience is possible using only a
web browser and the free open source molecular viewer applet Jmol http://jmol.sourceforge.net/. Jmol
has recently undergone major development with the introduction of new features that are particularly
powerful in a learning environment.
The addition of 3D simulations and animations is a burgeoning approach to the teaching of chemistry
adding to existing metaphors and models used to describe chemical molecular structures, properties
and their reactivity. Google Analytics shows 60,000 visits in the launch year from 155 countries to the
website http://www.chemtube3D.com, “Stickability” is varied, with some users spending significant
amounts of time in one place. Visitors are from HEIs, industrial organisations and individuals. Initial
interrogation of this data reveals a wide variety of search strategies which are used to access the
website. (Although the resources are linked to learning object repositories, e.g. Merlot these do not
appear to be the main route).
We have sparse information on how Chemtube3D is being used. We do know, it is embedded in
some academic programmes as part of a learning activity created by tutors, while some students are
simply pointed to the resources for their own self-directed learning while for others it is more tightly
integrated. We believe that in organisations such as Pfizer individuals are finding them through their
own research, possibly for refreshment/revision purposes? We know very little about the
effectiveness of these different approaches for different types of learners, at different levels and in
different contexts.
2. Aims and Objectives
To investigate the uses being made of an interactive, freely available, resource providing 3D
simulations and animations modelling the structure and reactivity of organic molecules
(http://www.chemtube3d.com). Chemtube3D, created by the principal investigator at Liverpool using
Jmol, is used by a diverse range of learners including undergraduates and professional industrial
chemists. We will research its current use and investigate the development of a range of learning
designs to support the effective integration of these resources for blended self-directed learning.
Problems to be addressed are therefore:
1.
2.
3.
4.
How and why are different people using the resource?
Can we identify examples of effective use of the resource?
Can additional learning designs be created to support different learners and/or tutors?
If so, are the principals of design transferable to other educational contexts?
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Document title: JISC Project Plan
Last updated: April 2007
Project Acronym: iChem3D
Version:1.0
Contact: Nick Greeves
Date:3/4/09
Further questions arising include: Can this type of e-learning resource better support a diversity of
users when some ‘framing’ is developed alongside the resource? If so, how can learners/users best
be guided to the appropriate level of framing? How does this ‘framing’ of the resource impact on how
students use them and in turn on the potential benefits to their learning?
If such framing benefits learners, can these be transferred across related educational contexts? Can
effective combinations of these e-learning resources, learning activities and assessment tasks
(related to module and programme learning outcomes) be created that can be re-used in different
educational contexts? Can learning designs developed, for the effective use of 3D simulations and
animations in this educational context, be transferred to different educational contexts? Are there any
principles of using 3D simulations and animations resource that can be extracted and disseminated?
3. Overall Approach
1. How and why are different people currently using the resource?
i)
Further research using Google Analytics for detailed information about use and users,
e.g. how accessed, how navigated and where they spend their time.
ii)
An online survey of current users will be added to the site to provide information
about background, needs and the current usefulness of the resource.
iii)
Considering the ways in which other online resources have been supported with
learning designs (including those used at school level e.g. Chemsense
(http://chemsense.org/classroom/activities.html)).
2.
We will generate explicit learning designs for effective use of the resource
This research will create initial learning sequences i) by making explicit the activities currently
used by the two lecturers most experienced in using the resource, ii) providing selfassessment activities linked to each sequence of learning activity, iii) by providing an overall
structure of increasingly complex sequences which build understanding.
A illustrative example of i) would be:
• Start with a simple reaction.
• Rotate the molecules in 3D observing how it moves and changes
• Compare what you see with the 2D reaction mechanism shown below
• Can you see how the 3D representation maps onto the 2D version?
• Click on the 2D structure of the starting material
• What changes occur in the 3D model?
• Click on the first horizontal reaction arrow.
• What happens in the 3D model?
• Click on Larger View
• Use the new buttons to control the animation
• Focus on the charges - how do they move as the reaction proceeds?
• Now replay the animation
• Focus on the bonds – which are made and which break?
• Replay the animation for a third time
• What 3D structural changes occur during the reaction?
By following this sequence, we anticipate the student would appreciate all the important
aspects of the reaction mechanism, including the 3D orientation, which is usually very difficult
to grasp from 2D versions.
ii) Each learning sequence will be accompanied by a selection of important static views of the
reaction models together with a series of self-assessment questions about the images, with
automated feedback.
iii) The suggested sequence of progress through the submenus in increasing complexity will
be presented for different levels of user e.g. A-level student, undergraduate, postgraduate
student, professional chemists.
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Document title: JISC Project Plan
Last updated: April 2007
Project Acronym: iChem3D
Version:1.0
Contact: Nick Greeves
Date:3/4/09
3. Testing the effectiveness of the learning designs
Using a mixture of focus groups, interviews and observational studies of users using the
learning sequences and the resource, we will test and refine their effectiveness in supporting
learning. We will achieve this by:
i)
Using our own students and linking with contributing HEIs, schools and industry we
will gain access to tutors and learners in order to explore if:
a) Different students find these enhanced resources beneficial in supporting
learning?
b) Learning preferences, IT literacy and abilities affect how these resources are
utilised?
ii)
Online discussion with volunteer users from industry, exploring particularly useful
ways in which the resource is being utilised.
4. Can additional learning designs be created to support different learning contexts e.g
groups of learners?
i)
Through the formation of partnerships of staff and students in a range of institutions
and the workplace, new approaches for the use of these resources, in both formal
teaching and self-study contexts, can be developed and tested.
ii)
The project will then make available different approaches to the study of the
resources, written as learning designs and incorporating self-assessment activities.
These will be offered on the website as an optional service to users, with guidance.
iii)
The Chemtube3D web site has recently added a web discussion board in the belief
that it is important for learning that students are able to have a dialogue with
academic staff and peers around the learning facilitated by these resources. While it
is too early to have any evidence, we need to know how effective such a facility is for
the development of a self-supporting ‘community of practice’.
iv)
Focusing on users from a professional or work-based context, we will explore the use
of the website discussion board in creating a self-sustaining community of practice for
lifelong learners. Such users might ultimately be expected to add content to the site,
whether this is in terms of useful links to related resources, new applications in
practice, better explanations of the conceptual material or simply reviews of the
usefulness of the existing material and requests for its extension.
5. If so, are the principals of design transferable to other educational contexts?
Project outcomes, along with an analysis of the findings from the project will be presented
through the STEM subject centres towards the end of the project through a blog intended to
encourage discussion about ways in which the principals might be applied in other contexts.
The project is designed to contribute to the following key outputs and outcomes across the e-learning
programme:
a. The stimulation of positive and informed change in the sector through the enhanced capacity,
knowledge and skills around the use of ICT to support learning and teaching, especially
lifelong, workplace and flexible learning.
One of the difficulties in developing repositories of learning resources aimed at undergraduate
and postgraduate level is the variety of different courses being offered in Higher Education. For
example, for reasons associated with the needs of industry as well as the decline in interest
from students in studying pure chemistry (see for example
http://www.rsc.org/images/PopularityOfChemistryDegreesUD_tcm18-115328.pdf) mean that
pure chemistry courses are small in number while courses that contain, or rely on a significant
chemistry component are increasing in number – forensic science, pharmacology,
environmental chemistry etc.. Thus for tutors to make use of off the shelf teaching materials
may be limiting the use that will be made of these resources. When, added to this, a significant
level of use is being made of information on the web by professionals working in the field,
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Document title: JISC Project Plan
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Project Acronym: iChem3D
Version:1.0
Contact: Nick Greeves
Date:3/4/09
where it may be that immediate needs are being met. Hence this project seeks to explore an
alternative approach to the development of learning designs to support learners from post
compulsory education to lifelong learners in and outside the workplace.
b. Support for personalization, and pedagogic and institutional diversity, at departmental,
institutional, regional or national levels.
The research will investigate the extent to which different ‘framing’ of resources through
accompanying learning design and assessment can allow students to ‘personalise’ and select
both the resources and the approaches that best meet their own personal learning preferences
and requirements.
Ethical clearance will be sought through the University of Liverpool Ethics Committee for all
research involving students. Time for submission and clearance by this committee has been
built into the project plan.
4. Project Outputs
1. Guidelines for using the Chemtube3D website in a range of educational, work based and
lifelong learning contexts.
2. Creation of a number of transferable learning designs, examples, activities, resources,
assessment tasks etc. for effective use of the resources within undergraduate and
postgraduate programmes.
3. A report discussing the wider educational issues of using these types of resources,
educational benefits and limitations. Discussion on the application of the research to other
subject areas using similar online resources.
4. Conference presentations.
5. Project Outcomes
1. A detailed understanding of how a free online educational resource is used by the community
of learners without any guidance.
2. Knowledge of how transferable learning designs, examples, activities, resources, assessment
tasks etc. promote effective use of the resources within various communities.
3. An appreciation of the wider educational issues of using these types of resources, educational
benefits and limitations with potential applications to other subject areas.
4. Significantly wider uptake of the resource in UK HE with associated benefits for staff and
students.
5. Stimulation of positive change in the use of online resources in lifelong, workplace and flexible
learning.
6. Evidence for the benefits of personalization of learning with online resources at all levels.
6. Stakeholder Analysis
Stakeholder
Project Team
Users - Learners
Users - Tutors
Teaching colleagues at Liverpool, Loughborough,
and other partners (to be identified)
Students at Liverpool, Loughborough, and other
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Document title: JISC Project Plan
Last updated: April 2007
Interest / stake
Delivery of successful project.
Provide the main activities
Opportunity to learn more
effectively and enjoyably
Opportunity to teach in new
ways to improve effectiveness
Must support the gathering of
evidence and trialling of
learning designs
Must support the trialling of
Importance
HIGH
HIGH
HIGH
HIGH
HIGH
Project Acronym: iChem3D
Version:1.0
Contact: Nick Greeves
Date:3/4/09
partners (to be identified)
Industrial partners (to be identified)
learning designs
Must support the gathering of
evidence and trialling of
learning designs
Supported development of
ChemTube3D, may influence
future direction
Success of JISC funded LT
project
Transferability and
sustainability of results
HEA Physical Science Centre
University of Liverpool
HE/ FE Community
HIGH
MEDIUM
MEDIUM
MEDIUM
7. Risk Analysis
Risk
Staffing
1. Delay in the
recruitment of the
research associate
2. Departure of Project
team member
Organisational
1. Difficulty recruiting
contributing
organisations
2. Lack of support
from U of Liverpool
3. Contributor
disengagement
4. Difficulty recruiting
students
Technical
1. Failure of ChemTube3D
server
External suppliers
1. Google Analytics failure
Legal
Probability
(1-5)
2
Severity
(1-5)
5
Score
(P x S)
10
Action to Prevent/Manage Risk
1
2
2
2. Tasks reallocated within team
2
4
8
1
5
5
2
2
4
3
4
12
2
5
10
1
3
3
1. Google Analytics gives very
clear information about usage
which helps convince
contributors
2. Clear briefing of SMT about
project
3. Focus more on Liverpool data
4. NG is Y1 coordinator in
Liverpool and incentives
1. Multiple backups kept and spare
machine will keep the service
running until a replacement is
procured
Use of webserver logs and Excel
snapshots of GA data
No legal issues.
1. Temporary staff from CLL
could perform initial stages
8. Standards
Name of standard or
specification
XHTML
CSS
IMS QTI
Version
Notes
1.0
2.1
1.2
9. Technical Development
No software will be developed in the course of this project. All outputs including learning designs will
be platform agnostic e.g. HTML, PDF.
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Document title: JISC Project Plan
Last updated: April 2007
Project Acronym: iChem3D
Version:1.0
Contact: Nick Greeves
Date:3/4/09
10. Intellectual Property Rights
ChemTube3D is copyright The University of Liverpool. The University of Liverpool will own the
intellectual property rights on the learning designs that will be produced during the project but will
provide them for free download to UK users through JORUM.
Project Resources
11. Project Partners
There will be no formal project partners on this project, but the University of Liverpool will work with
the University of Loughborough and two other HEI and appropriate industrial organisations to be
identified through analysis of user statistics.
12. Project Management
The JISC Project Management Guidelines will be followed.
There will be a Management Committee, which acts as a Project Advisory Board. The Management
Committee is composed of the Liverpool based staff. The Management Committee will oversee
operational aspects of the project, review project progress and provide advice. This Committee will
meet every three months and be chaired by the Project Manager, who will have the casting vote.
Day-to-day operational issues of the project will be dealt with informally by the project manager and
through regular team meetings. There will be additional online meetings scheduled between the
Project Team and the contributing universities (Loughborough and two others).
All project documentation will be stored on a University of Liverpool Sharepoint which will ensure
secure backed up storage and facilitate access to project team members and contributing
organizations as required.
Project Team
Team Member
Dr Nick Greeves
Dr Neil Berry
Role and responsibilities
University of Liverpool
P.I. Project Manager
Senior Lecturer in Chemistry
• Responsible for managing the project
overall
• Liaising with and reporting to JISC
• Maintaining ChemTube3D
• Co-supervising the RA
• Chemical aspects of learning designs
• Coordinating testing of learning
designs
• Contributing to the production of
conference and journal papers
resulting from the project
Contact
Co-investigator, Lecturer in Chemistry
• Co-supervising the RA
• Chemical aspects of learning designs
• Coordinating testing of learning
designs
Tel: +44 (0)151 794 3877
Email: [email protected]
Page 6 of 11
Document title: JISC Project Plan
Last updated: April 2007
Tel: +44 (0)151 794 3506
Email: [email protected]
Project Acronym: iChem3D
Version:1.0
Contact: Nick Greeves
Date:3/4/09
Nick Bunyan
Co-investigator, Learning Technologist
• Co-supervising the RA
• Qualitative research
• Working across institutions
• Technical aspects of learning designs
Tel: +44 (0)151 794 1163
Email: [email protected]
Janet Strivens
Co-investigator, Educational Developer
• Co-supervising the RA
• Qualitative research
• Technical aspects of learning designs
Tel: +44 (0)151 794 1167
Email: [email protected]
Research Associate
• carrying out tasks as listed in work packages
• providing material for the JISC’s website at
regular intervals
• setting up and maintaining the project
website at University of Liverpool
• interfacing regularly with the project team
• contributing to the production of conference
and journal papers resulting from the project
TBA
Dr Steve Christie
Outside University of Liverpool
Loughborough University Chemistry
• Coordinating usage information
gathering
• Coordinating testing of learning
designs
Other contributing
institutions to be
identified during the
project
•
•
Tel: +44 (0)1509 222587
E-mail:
[email protected]
Coordinating usage information
gathering
Coordinating testing of learning
designs
13. Programme Support
We may require some guidance and support on linking the project with relevant e-framework projects
and, in a more general sense, in being kept informed regarding opportunities to disseminate the work
of the project and to network at JISC events and other gatherings indirectly associated with the JISC
community. The latter may include not only progress/dissemination events but also training
opportunities offered by Netskills. In addition, guidance and direction on technical standards required
or expected by JISC would be welcome.
14. Budget
The Project Budget remains as in the agreed Proposal. See Appendix A
Detailed Project Planning
15. Workpackages
The Workpackages remain as in the agreed Proposal. See Appendix B
Page 7 of 11
Document title: JISC Project Plan
Last updated: April 2007
Project Acronym: iChem3D
Version:1.0
Contact: Nick Greeves
Date:3/4/09
16. Evaluation Plan
As well as the informal, continuous evaluation that will be undertaken through the reflective practice of
all project members, formal internal evaluation will be undertake through quarterly meetings,
scheduled a week ahead of the JISC interim report deadlines. These meetings will involve as many
team members as are available and will be held either in person, or via video conferencing. At each
meeting, milestones identified in the work packages that fall within the three months up to the meeting
will be presented by those responsible for them. The outputs from these milestones will be critically
discussed by the entire team, providing an internal peer-review process to assess the project’s
outputs.
Crucially, the team associated with this project is multi-disciplinary, providing a breadth of experience
with which to assess the milestones. Where necessary, updates and amendments to project outputs
will be made following the meeting as directed by the project PI.
The evaluation will be based on the ethos of JISC’s User Innovation Development Model (UIDM) –
that is, the project aims, research and outcomes will be user-centred. We will focus on the practical
aspects of the uptake of the outputs generated in this project and the internal review and evaluations
in the project will be guided by the user-centred UIDM – understanding the stakeholders (particularly
the learners’ and educators’) requirements, designing and developing the learning designs in the
project to meet those requirements, and evaluating the outcomes through steps outlined in the
evaluation plan below.
Timing
Quarterly
Factor to
Evaluate
Progress towards
completion and
quality of
milestones due to
be delivered
Questions to Address
Are the quality of the
milestones adequate
and where could
improvements be
made?
Method(s)
Internal peer
review
Do outputs meet the
quality and scope of
similar outputs
achieved in related
JISC projects?
During
dissemination
The quality of the
outputs being
presented as part
of the
dissemination
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Document title: JISC Project Plan
Last updated: April 2007
A clear and
successful mapping
of the work
undertaken towards
each milestone and
that detailed in the
work plan.
Acceptance by the
meeting and
ultimately acceptance
of the interim/final
report by JISC
How can feedback
from the milestones
reviewed in this
meeting be used to
improve upcoming
milestones?
Does the work
achieved against each
milestone adequately
represent that
expected/detailed in
the work plan?
How does the work
stand up to critical
appraisal by informal
and formal, external
peer review
Measure of Success
Informal and
formal
external peer
review
Criticism of the work
is minor with
constructive, positive
feedback returned to
the project for
Project Acronym: iChem3D
Version:1.0
Contact: Nick Greeves
Date:3/4/09
consideration.
17. Quality Plan
Output
Timing
Aug
2009
Output
Timing
Aug
2009
Output
Timing
Aug
2009
Guidelines for using the Chemtube3D website
Quality
criteria
Fitness for
purpose
Quality
criteria
Suitability
for
application
in different
learning
contexts
Quality
criteria
Suitability
for
publication
QA method(s)
Internal project
evaluation (user
feedback)
Evidence of
compliance
Positive user
feedback
Quality
responsibilities
Project Team
Creation of a number of transferable learning designs
QA method(s)
Evidence of
Quality
compliance
responsibilities
Presentation to
Learning design
research
community
Informal feedback
Publication
Quality tools
(if
applicable)
Project Team
Report discussing the wider educational issues
QA method(s)
Evidence of
Quality
compliance
responsibilities
External peer
review
Quality tools
(if
applicable)
Quality tools
(if
applicable)
Project Team
18. Dissemination Plan
Timing
Project
start Jun
09
Dissemination Activity
1. Create project website
template accessible via JISC
and set up a website at the
host institution. Linked from
ChemTube3D.
2. Submit a paper to 3rd
European Variety in
Chemistry Education
(http://www.heacademy.ac.uk/
eurovariety)
3. Announce project via
mailing lists and online forums
e.g. JISC, ALT, HEA, Orgnet
4. Announce and promote
project within University of
Liverpool e-
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Document title: JISC Project Plan
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Audience
1. Chemists,
educators and
educational
researchers in
HE and FE;
JISC, HEA and
ALT
communities.
2. European
Chemistry
educators
3. Developers of
simulations and
animations for
learning.
4. University of
Purpose
Raise
awareness of
the project.
Make initial
contact with
chemical
educators and
learners who are
interested in
simulations and
animations.
Key Message
What the project
aims to achieve
and why this is
important.
Invitations to
educators and
learners to get
involved.
Project Acronym: iChem3D
Version:1.0
Contact: Nick Greeves
Date:3/4/09
Learning/Chemistry
community
Liverpool
academic
communities.
Present at 3rd European
Variety in Chemistry
Education, Manchester
1. Update project website with
main activities and findings to
date, together with planned
activities.
European
Chemistry
educators
1. Educators and
educational
researchers in
HE and FE.
2. Write short ‘press release’
style article for JISC, HEA &
ALT newsletters & web sites.
2. JISC, HEA
and ALT
communities.
Feb 2009
Paper to be submitted to an
e-learning Conference e.g
ALT, SEDA
Learning and
Teaching
Community;
Policy Makers;
E-learning
managers; 3D
educational
developers
May 2009
Paper to be submitted to
Variety in Chemistry
Education
Chemistry
educators
Consolidation of
results; to elicit
early feedback
from peers
Value of learning
designs with 3D
online resource
End of
project
Complete web site
Chemists,
educators and
educational
researchers in
HE and FE;
JISC, HEA and
ALT
communities.
Make outputs
available to
community
Best practice in
using learning
designs
After the
end of the
project
Journal paper(s)
Learning and
Teaching
Community;
Policy Makers;
E-learning
managers;
chemists
Consolidation of
results; to elicit
early feedback
from peers
Value of learning
designs with 3D
online resource
Sept 09
Midpoint
Dec 2009
Alert community
to the project
Provide
information on
the project
activities and
interim findings.
Encourage
further
engagement and
input from
learners and
tutors
Consolidation of
results; to elicit
early feedback
from peers
Availability and
utility of
ChemTube3D
What the project
has achieved
and discovered
to date
Invitation to
educators and
learners to
provide their
feedback,
comments and
experiences
Students
experiences with
the resource
19. Exit and Sustainability Plans
Project Outputs
Guidelines for using the
Chemtube3D website in a
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Document title: JISC Project Plan
Last updated: April 2007
Action for Take-up & Embedding
Dissemination via project website;
Dissemination via conference and
Action for Exit
Continued free availability,
downloadable from the project
Project Acronym: iChem3D
Version:1.0
Contact: Nick Greeves
Date:3/4/09
range of educational, work
based and lifelong learning
contexts.
journal papers.
and ChemTube3D websites,
which will continue to be hosted
by the University of LIverpool
after the project.
Creation of a number of
transferable learning
designs, examples,
activities, resources,
assessment tasks etc. for
effective use of the
resources within
undergraduate and
postgraduate programmes
A report discussing the
wider educational issues of
using these types of
resources, educational
benefits and limitations.
Discussion on the
application of the research
to other subject areas
using similar online
resources.
Dissemination via project website;
Dissemination via conference and
journal papers.
Continued free availability,
downloadable from the project
and ChemTube3D websites,
which will continue to be hosted
by the University of LIverpool
after the project.
Dissemination via project website;
Dissemination via conference and
journal papers.
Continued free availability,
downloadable from the project
and ChemTube3D websites,
which will continue to be hosted
by the University of LIverpool
after the project.
Project Outputs
Why Sustainable
Creation of a number
of transferable
learning designs,
examples, activities,
resources,
assessment tasks
etc. for effective use
of the resources
within undergraduate
and postgraduate
programmes
Likely to be useful to
HEIs/industry/schools
Appendices
Appendix A. Project Budget
Appendix B. Workpackages
Page 11 of 11
Document title: JISC Project Plan
Last updated: April 2007
Scenarios for Taking
Forward
This project could form the
starting point for a
collection to which other
HEI could contribute.
Perhaps through OER
(ChemTube3D is a part of
the HEA Physical
Sciences Centre bid)
Issues to Address
Resistance to adoption
Project Acronym: iChem3D
Version: 1.1
Contact: Dr Nick Greeves
Date: 24 February 2009
JISC Project Project Plan Budget Template
Directly Incurred
Staff
Research Assistant Grade RA1A Spine Point 31 for 1
year including all on costs 100%
Total Directly Incurred Staff (A)
Year 09-10
TOTAL £
£37,139
£37,139
£37,139
£37,139
£3,000
£3,000
£6,000
£6,000
£5,000
£5,000
£14,000
£14,000
£51,139
£51,139
Directly Allocated
0.1 Dr. Nick Greeves at Grade 9.
0.1 Dr. Neil Berry at Grade 7.
0.1 Nick Bunyan at Grade 8.
0.1 Janet Strivens at Grade 8.
Estates
Other
Directly Allocated Total (D)
£6,702
£4,868
£4,868
£6,143
£6,189
£
£28,770
£6,702
£4,868
£4,868
£6,143
£6,189
£
£28,770
Indirect Costs (E)
£37,443
£37,443
Total Project Cost (C+D+E)
Amount Requested from JISC
1
Institutional Contributions
£117,352
£51,139
£66,213
£117,352
£51,139
£66,213
Percentage Contributions over the life of the project
100%
Total 100%
Non-Staff
Assuming we have 3-4 partner institutions, at least 3 visits
per institution @£100 per trip. 2 partner meetings at the
University of Liverpool for 2 partners from each institution,
train fares etc. £1200 + £1300 = £2,500 + hospitality etc.
£3000.
Dissemination
Disseminate of project outputs at 3 key conferences:
•
Association for Learning Technology.
•
Variety in Chemistry conference.
•
SEDA.
2 people per conference, 6 x £600 = £3,600.
• Printing costs for final report etc. £400,
Web site development to host any developments from the
research £2,000.
Support for partners in developing and using teaching
material.
Total Directly Incurred Non-Staff (B)
Directly Incurred Total (A+B=C)
(C)
1
If the institutional contributions include a contribution towards the direct costs of the project please complete a table along the lines of the
example overleaf
Page 1 of 2
Nature of Institutional Contributions
Directly Incurred
Staff
Post, Grade & % FTE
£0
£0
The University of Liverpool
recognises that this project
will contribute significantly to
its own development in
chemistry teaching and more
widely and so considers that
this substantial contribution is
justified.
Directly Incurred Non Staff
Hardware/Software etc.
£0
£0
Staff
Estates etc.
Indirect Costs
£22,581
£6,189
£22,581
£6,189
Indirect Costs
£37,443
£37,443
Total Institutional Contributions
£66,213
£66,213
Directly Allocated
JISC WORK PACKAGE
WORKPACKAGES
1: Investigation into the
current use of the learning
resources
2: Investigation into the use of
the resources with partner HEIs,
in workplace or independent
settings
3: Development of new
approaches to utilising
ChemTube3D
4: Test new learning designs
with users in partner
organisations
5: Refine learning designs and
final report
M
1
2
3
4
5
6
7
8
9
10
11
12
J
J
A
S
O
N
D
J
F
M
A
M
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Project start date: Jun 09
Project completion date: May 10
Duration: 12 months
2
Project Acronym: iChem3D
Version: 1.1
Contact: Dr Nick Greeves
Date: 24 February 2009
Workpackage and activity
Earliest
start
date
Latest
completion
date
Outputs
(clearly indicate deliverables & reports in bold)
Milestone
Milestone
Responsibility
Responsibility
YEAR 1
WORKPACKAGE 1: Detailed investigation into the
Jun 2009
Aug 2009
Jun 2009
Jul 2009
Detailed visitor profile
Jul 2009
Aug 2009
Identify HEI and workplace partners
1
RA/NG/NGB
Jun 2009
Aug 2009
Contact HEI partners including Steve
Christie at Loughborough
2
RA/NG/NGB
Jul 2009
Nov 2009
Jul 2009
Oct 2009
current use of the Chemtube3D learning
resources.
Objective Background evaluation
1. Further investigation using Google Analytics of
site use and users e.g. how did they discover the
resources?
2. Brief survey added to Chemtube3D with
invitation to partake further in discussion or
through direct contact. Invitation also sent out
through HEA Physical Sciences subject centre.
3. Contact users to explore ways resources are
used, e.g. embedded into an existing educational
programme, optional resources that students are
directed to as part of an educational programme,
or resources that students and other users find
and use independently.
WORKPACKAGE 2: Detailed investigation into the
use of the resources with the identified partner
HEIs
Objective: Research will investigate how different
academic staff have embedded the resources into
their programmes and establish effective approaches
and applications
4. Using student focus groups, staff interviews and
social networks, establish universal benefit or
more related to learning preferences.
Page 2 of 3
Document title: JISC work package template
Last updated: April 2007
RA/NG/NGB
Liverpool
Team + SC
Understanding of use of resources in HE
Project Acronym: iChem3D
Version: 1.1
Contact: Dr Nick Greeves
Date: 24 February 2009
Workpackage and activity
Earliest
start
date
Latest
completion
date
Outputs
(clearly indicate deliverables & reports in bold)
5. Detailed investigation into use of resources in
workplace or independent settings through links
with industrial partner and online discussion
groups.
Sep 2009
Nov 2009
WORKPACKAGE 3: Detailed development of new
approaches to utilising the Chemtube3D web site.
Objective: New learning designs
6. From stage 1 and 2 research, new learning
designs will be developed to support different
applications for a range of different users.
Aug 2009
Dec 2009
Aug 2009
Dec 2009
WORKPACKAGE 4: Test new learning designs with
users in partner organisations.
Objective: Evaluate draft learning designs
7. Partners will be asked to implement the new
learning designs. Impact of these changes will be
evaluated using student focus groups, staff
interviews, discussion groups and blogs.
Dec 2009
Mar 2010
Dec 2009
Mar 2010
WORKPACKAGE 5: Refine learning designs and final
report
Objective: Revise learning designs in the light of
feedback and produce final report
8. Revise learning designs
Mar 2010
May 2010
Mar 2010
May 2010
Final learning designs
9. Produce final report
Apr 2010
May 2010
Final report
Milestone
Understanding of use of resources
outside HE
Responsibility
Liverpool
Team
Liverpool
Team
Draft learning designs
3
Liverpool
Team + SC
Feedback for learning design refinement
4
Liverpool
Team
5
Project Team: RA = Research Associate tba, NG = Nick Greeves, NGB = Neil Berry, NB = Nick Bunyan, JS = Janet Strivens, SC = Steve Christie
Page 3 of 3
Document title: JISC work package template
Last updated: April 2007