JISC Grant Funding 03/10 Cover Sheet for Proposals (All sections must be completed) Name of JISC Initiative: Distributed VLE – Strand B: Institutional Pilot Name of Lead Institution: Manchester Metropolitan University Name of Proposed Project: W2C Name(s) of Project Partners(s): (except commercial sector – see below) This project involves one or Name(s) of any commercial partner company (ies) more commercial sector partners Scientia, Talis, Unit4 (Agresso) and ULCC YES / NO (delete as appropriate) Full Contact Details for Primary Contact: Name: Professor Mark Stubbs Position: Head of Learning and Research Technologies Email: [email protected] Tel: +44(0)161 247 3739 | +44(0)7732 653 045 Fax: Address: Learning and Research Information Services, All Saints Library Oxford Road, Manchester, M15 6BH Project Length: 18 months Project Start: 01-July-2010 Project End: 31-Dec-2011 Total Funding Requested from JISC: Funding requested from JISC broken down across Financial Years (Aug-July) Aug09 – July10 Aug10 – July11 Aug 11 – July12 Total Institutional Contributions: Outline Project Description MMU has recently (and publicly) reviewed its learning technologies and will be making significant investment in a new integrated VLE and Repository. If funded, the W2C project will enhance and extend this investment by opening up new development paths and share with the sector the experience of pursuing them on an institutional scale. The W2C project will demonstrate in particular the potential of widgets, institutional webservices and cloud-sourced services for delivering our institutional vision of convenient, integrated and extensible learning systems. It will do this by: sharing as widely as possible our vision for learning systems, our scenarios and 1 threshold user expectations that emphasise convenience, integration, personalisation and extensibility sharing the business rationale for our recent decision to adopt a “core plus” model for our learning systems in which a core VLE and Repository is extended through widgets, web-services and cloud-sourced services mapping the processes in which institutional data necessary for delivering key user requirements are created and maintained (using standards such as BPMN), suggesting change where necessary to maximise opportunities for interoperability and data re-use developing, to open standards where possible, web-services for institutional systems that hold definitive data required to meet user requirements developing or downloading open source widgets to consume our web-services deploying the widgets and selected cloud-sourced services into our VLE evaluating student and staff experience of using the widgets and cloud-sourced services in the VLE and on personal devices evaluating teaching and administrative staff experience of working with usage data available from institutional systems and cloud-sourced services summarising lessons learned from the widget/web-services/cloud-sourced services approach for delivering convenient, integrated, personalised and extensible learning systems critiquing the value of the CETIS DLE model for explaining our approach and the eFramework for guiding our web-services design blogging project progress and encouraging feedback on our dynamic case study via blog comments and twitter We expect this activity to: enhance the capability of our VLE to meet existing and emerging user requirements enhance user satisfaction of our learning systems heighten awareness about patterns of student engagement and success facilitate discovery of learning resources that others have found useful accelerate development of a community of practice for educational widgets improve, by providing practice-informed feedback, key sources of information available to others in the sector contemplating similar endeavours I have looked at the example FOI form at Appendix A and included an FOI form in this bid YES / NO (delete as appropriate) I have read the Funding Call and associated Terms and Conditions of Grant at Appendix B YES / NO (delete as appropriate) 2 1 Introduction 1.1 Manchester Metropolitan University (MMU) has recently completed a major review of the technologies it provides and recommends for supporting learning, teaching and assessment (http://lrt.mmu.ac.uk/ltreview). 1.2 The review team developed scenarios of desired use from extensive stakeholder consultation and detailed analysis of strengths and weaknesses of existing educational technologies, particularly the Blackboard Vista Virtual Learning Environment (VLE). 1.3 Threshold user expectations (reproduced in 3.1) were distilled from the scenarios around a vision of an integrated core learning system that could be extended through an expanding range of supported tools. 1.4 Options for replacing MMU‟s educational technologies were then evaluated in terms of fit with this vision of an integrated, extensible VLE; the extent to which options would facilitate curriculum transformation for September 2011; robustness and scalability; value for money; and avoiding lock-in. 1.5 Acting on these evaluation criteria, MMU selected a hosted Moodle VLE that will be integrated with an Equella Repository, Talis Aspire hosted reading lists, Apple Podcast Producer and Microsoft‟s Live@Edu hosted email, document storage and collaborative workspace. 1.6 The outcomes of MMU‟s learning technologies review are being joined with recommendations on more agile curriculum approval and employability (see the JISCfunded SRC project); thresholds for the student experience; and a new Learning, Teaching and Assessment Framework. The Strategic Programme that will unite these initiatives, known as EQAL (Enhancing the Quality of Learning and Assessment), seeks seamless, personalised student experience of an enhanced undergraduate curriculum underpinned by responsive administrative processes, a new VLE and joined-up corporate systems, from September 2011. 1.7 The EQAL Programme Board has identified business process modelling and systems integration as key enablers for the EQAL objectives of convenience, agility and reduced administrative burden. For instance, the Board expects automated creation of baseline module „shells‟ within the VLE pre-populated with personalised module timetables, reading lists and assessment deadlines, and integration with Live@Edu presence, alerts and storage. 1.8 The EQAL Programme Board has also encouraged consideration of technologies that would enable VLE extensions to be deployed beyond the VLE to students who prefer to access corporate data (timetables, deadlines, reminders, resource lists, etc) directly on personal devices. See for instance Edinburgh‟s mobile survey: http://bit.ly/dBv86M 1.9 This W2C project will therefore demonstrate and evaluate the potential of Widgets, institutional Web-services and Cloud-hosted services for delivering MMU‟s vision of convenient, integrated and extensible learning systems. 2 Benefits 2.1 The scope of MMU‟s EQAL Programme offers an institutional-level test bed for many of the ideas championed by the JISC e-Learning Programme - from service-orientation and freeing time through e-administration, to curriculum transformation and digital literacy. Whilst the larger SRC project continues to share insights with the sector on processes 3 and information flows for designing employer-responsive curricula (see, for instance, the 2009 JISC Online Conference), this W2C bid has been crafted to evaluate the promise of widgets, web-services and cloud-services for giving convenient personalised access to learning systems on an institutional scale. It is anticipated that this evaluation, and the context of institutional transformation in which it takes place, will be of great interest to the JISC and the UK HE sector as a whole. 2.2 We expect the W2C project activity to B1: enhance the capability of our VLE to meet existing and emerging user requirements – focus groups and road-shows undertaken as part of MMU‟s learning technologies review revealed strong interest in the VLE as a convenient doorway to essential study information – project activity will support this directly. B2: enhance user satisfaction of our learning systems – students told us they tolerated the “clunky” interface of our existing VLE *if* it gave one-stop-shop access to study information – we therefore expect an increase in user satisfaction from aggregating corporate information & cloud feeds within an improved VLE interface. B3: heighten awareness about patterns of student engagement and success – we expect web-services for tracking VLE engagement to support our HEA Change Academy project on Student Retention and Success, now in its embedding phase. B4: facilitate discovery of learning resources that others have found useful – we expect a linked-data approach for publishing module information combined with Talis Aspire will support a “tutors like you also recommended…” service B5: accelerate development of a community of practice for educational widgets – the public nature of our learning tech review has already stimulated useful debate which we expect to continue as we work towards the vision it set out. B6: improve, by providing practice-informed feedback, key sources of information available to others in the sector contemplating similar endeavours – we are already liaising over Wookie deployment documentation and expect this project to yield a raft of insights that will improve the sector‟s knowledge base. 3 Workplan 3.1 MMU is already working toward deliverables identified in the call. Scenarios developed during our learning technologies review (http://lrt.mmu.ac.uk/ltreview/2010/01/28/scenarios/) enabled us to agree a set of threshold user expectations for convenience, integration, personalisation and extensibility: 1. 2. 3. 4. 5. 6. 7. 8. All teaching staff will be provided with laptops (and a monitor, keyboard & mouse) All teaching rooms will have a means to plug a laptop into a large screen or projector All staff & students will be able to access WiFi from anywhere within MMU All students will receive personalised timetable & assignment submission deadlines and be notified rapidly of any changes to either All students will be able to book small teaching rooms when rooms not timetabled All students can expect their engagement to be monitored for active progress review All staff and students can expect institutional calendar appointments & news items to be made available for use on personal devices where legally & technically possible Every Unit (module) will have a presence in the VLE 4 3.2 Our scenarios demonstrated that learning technologies could not be seen in isolation: we saw interactions with personal and administrative systems as major determinants of the quality of the overall experience. We developed a “core plus” model of a VLE integrated with corporate systems, ideally available to students to use with the devices and services of their choosing and extended through tools the institution arranges, recommends or recognises: Arranged: MMU creates accounts on these tools, eg Live@Edu and Turnitin and ensures access to training materials 2. Recommended: MMU develops recommendations and supporting training materials for bringing these tools seamlessly into the core, eg using RSS to bring in content from Twitter, SlideShare or YouTube 3. Recognised: MMU is aware tutors are experimenting with these but there is not yet a critical mass of users to research and prescribe integration and training 1. Over time, we expect innovative tutors and students to identify new tools that could be taken on as “recommended” – support materials would be created demonstrating how a seamless experience can be established with the core; and, over time, thresholds for digital literacy would be raised to embrace the new skills required by all staff to make best use of new tools. In this way we see our learning technology base growing organically over time whilst still maintaining the convenience of a guaranteed entry point through the core VLE for students seeking consistency. In the W2C project we will test the promise of widgets and web-services for bringing administrative information, and arranged and recommended cloud services into our core integrated VLE. 3.3 We plan to deliver the benefits identified in 2.2 through the following activities: Scenarios Processes Services Widgets Evaluation Case Study Sharing as widely as possible our vision for learning systems, our scenarios and threshold user expectations that emphasise convenience, integration, personalisation & extensibility Mapping the processes in which institutional data necessary for delivering key user requirements are created and maintained (using standards such as BPMN), suggesting change where necessary to maximise opportunities for interoperability and data re-use Developing, to open standards where possible, web-services for institutional systems that hold definitive data required to meet user requirements Developing or downloading open source widgets to consume our web-services; and deploying the widgets and selected cloud-sourced services into our VLE Evaluating student & staff experience of using the widgets & cloud-sourced services in the VLE and on personal devices; and evaluating teaching & administrative staff experience of working with usage data available from institutional systems & cloud-sourced services Sharing the business rationale for our recent decision to adopt a “core plus” model for our learning systems in which a core VLE and Repository is extended through widgets, webservices and cloud-sourced services; summarising lessons learned from this W2C approach for delivering convenient, integrated, personalised and extensible learning 5 systems; and critiquing the value of the CETIS DLE model for explaining our approach and the e-Framework for guiding our web-services design Project Extending VLE deployment & EQAL programme delivery structures to include W2C Management deliverables & evaluation; engaging with 03/10 programme support; blogging project progress & encouraging feedback on our dynamic case study via blog comments & twitter Activity Scenarios Processes [M2] Services [M3] Widgets [M4] Evaluation Deliverable (L=Led by, S=Supported by) User scenarios (http://lrt.mmu.ac.uk/ltreview/2010/01/28/scenarios/) Process maps for personal timetables Process maps for engagement data Process maps for resource usage Relevant process maps published Web-service for single-sign-on to Live@Edu cloud service L S L L L L L Web-service for personal & module timetables Web-service for module hand-in deadlines Web-service for VLE engagement reporting Web-service for VLE marks export Web-service for linked data module description Web-service for library resource lists L L L L L L Web-service for resource list recommendation Relevant web-service APIs + technical model documented Module / personal timetable widget Module / personal deadlines widget Module reading list widget Relevant widgets developed & deployed to VLE + for mobiles L S L L L L L S S S S S S S S S S S S S S L L L L L [M6] Case Study L [M7] Project Mgt [M1] [M3] EQAL user experience evaluation metrics identified EQAL evaluation data analysed Case study published critiquing DLE & e-Framework guidance EQAL approval to incorporate W2C in user experience strand JISC-approved W2C project plan 6 month progress report submitted to JISC S L S L S S L L S S L S L 12 month progress report submitted to JISC Ongoing engagement with 03/10 programme + blogging & twitter Completion reports published L S L S S L S [M7] 3.5 We expect identified activities to deliver benefits according to the following schedule: 6 S S S S S Pilot groups identified to compare VLE + mobile widgets Interim report from student focus groups + learner device surveys Staff identified to evaluate resource + engagement data Interim report from staff focus groups + evaluation Staff + student evaluation report published Summary of business rationale for MMU‟s “core plus” VLE model [M6] Unit4 ULCC Indicative deliverables are as follows (a JISC-approved plan is the first milestone): LRT BIT UET Talis Scientia 3.4 Benefits B1 B2 B3 B4 B5 B6 X X X X X X X X X X X X X X X X X X Scenarios Processes Services Widgets Evaluation Case Study Project Mgmt 2010 2011 J A S O N D J F M A M J J A S O N D √ M2 M3 M4 M6 M7 M1 M3 M5 M7 3.6 Within the EQAL Programme, we are currently developing a benefits management framework to monitor and ensure benefits delivery. Including W2C project activity within the “seamless user experience” strand will ensure W2C receives the scrutiny and support of the EQAL Board and its support team. It will also place W2C on a trajectory for institutional embedding as the threshold expectations approved in the learning technologies review are for every Unit to have a VLE presence and for personal timetables and deadline reminders to be available to all students. EQAL sets a timeframe of institution-wide delivery by September 2011, which has been incorporated into the initial schedule. However, evaluation activity may well highlight the need for further input from the Services and Widgets work-streams in order to deliver a robust solution that satisfies user expectations for the EQAL timeline and benefits framework. 3.7 Initial assessment of risks for W2C is as follows: Risk Prob Severity Score (1-5) (1-5) (P x S) Action to Prevent/Manage Risk Staffing Loss of key staff 2 4 8 More input than budgeted is required HE cuts provoke I.A. from Unions Staff lack required skills 2 2 2 4 3 5 8 6 10 3 4 12 2 3 6 2 5 10 1 3 4 4 4 12 1 3 3 Letters of support; regular communication; engagement as strategic partners in EQAL 1 4 4 2 5 10 Letters of support; publish webservice APIs only Finance Dept sign-off + EQAL review Organisational Fail to get required access to corporate systems Fail to acquire required information from business processes Technical Security of web-services compromised Fail to develop widgets/web-services Widget deployment fails to scale External suppliers Fail to get required technical assistance from Scientia, Talis, Unit4 (Agresso) or ULCC (VLE hosting) Legal & Financial Commercial suppliers take legal action over published code Inadequate budget for required work 7 Document emerging know-how regularly; ensure buy-in from line managers for speedy replacement Ensure line manager buy-in Strong line management Pick right team; maximise synergy with day-jobs; training; link to PDRs Stakeholder buy-in and escalate to EQAL Board if necessary Engage stakeholders in process modelling; strong comms strategy Use appropriate security model reviewed by appropriate partners Participate in training + CoP Liaise closely with Wookie developers + ULCC; Moodle block contingency 3.8 MMU Legal has been consulted in the production of this bid and has advised that webservice code should remain private (to mitigate the risk of exposing commercial data structures), but web-service APIs, evaluation reports, process maps and the case study be shared under a Creative Commons license. The project intends to release widget code developed within the project under a suitable open-source license as advised by OSS Watch. 4 Community Engagement 4.1 Hopefully, it will be apparent from the openness of our learning technologies review blog (http://lrt.mmu.ac.uk/ltreview) that MMU is willing to work with and share findings of its work in this area with the wider community – our blog postings have included candid information about VLE usage, file size growth, decision rationale, internal “threshold” targets and integration challenges. 4.2 W2C team members are experienced in project communication, from Mark Stubbs‟ use of a blog as a community coordination vehicle in XCRI, through to Dave Lee‟s detailed stakeholder communication strategy work for the EQAL project – extract below: Stakeholder Students What we need from them + Clear guidance on what they need from our work + Regular feedback on prototypes & pilots Perception risks + We‟re making life more complicated Teaching and administrative staff + Acceptance of new working practices + Feedback on how they‟d like systems to operate + We‟re adding to workload & complexity + Our work will make colleagues redundant MIS staff + APIs to corporate systems (particularly Unit4‟s QLS student system & the Scientia timetable) + Support with resource list creation & maintenance +We‟ll shift the locus of control, compromise security + increase workload + We‟ll create routes to resources that library colleagues don‟t understand or support + We‟re risking a robust VLE service with immature technologies Library staff VLE hosting partner + Technical assistance with & performance evaluation of VLE extensions Risks if not engaged + We might not focus on students‟ priority areas + We create interfaces that students don‟t like and won‟t use. + Staff won‟t engage with new systems; + Union action; + Our work won‟t be fit for purpose + We won‟t be working with definitive data + Students presented with conflicting interfaces + We won‟t be working with definitive data + Students presented with conflicting interfaces + We struggle to deploy widgets into VLE, and/or compromise service quality 4.3 A programme communication and evaluation strategy is being developed for EQAL, which W2C will exploit by adding updates into programme briefings and relevant items to the agenda for stakeholder workshops, particular those organised to support the “seamless user experience” and “organisational infrastructure” strands. 4.4 Section 3.4 commits to maintaining an active blog, which will remain within the LRT website beyond the funded period and be available for JISC project archiving. 4.5 Section 5 shows that W2C has been budgeted to allow project staff to engage with programme level activities, dissemination events and JISC CETIS communities around Wookie, widgets and the DLE. 4.6 Our case study deliverable [M7] will critique the value of the CETIS DLE model for explaining our approach and the e-Framework for guiding our web-services design. 8 5 Budget 5.1 The budget below demonstrates how synergy with MMU‟s plans to extend its VLE enables a high level of institutional contribution with JISC funding enabling experimentation, documentation, open source widget code and programme engagement Directly Incurred staff Mark Stubbs, Principal Investigator Dave Lee, Project Manager Kieron Lonergan, Developer Steve Nisbet, Developer Alex Lee, Developer Geoff Butters, Usability Evaluator Jenny Craven, Usability Evaluator Jill Griffiths, Usability Evaluator Total Directly Incurred Staff (A) Days Aug 09 – Jul 10 Aug 10 – Jul 11 Aug 11 Jul 12 TOTAL Non-Staff Travel and expenses Hardware/software Dissemination Evaluation Other Total Directly Incurred Non-Staff (B) Directly Incurred Total (C) (=A+B) Directly Allocated Staff Estates Other Directly Allocated Total (D) Indirect Costs (E) Total Project Cost (C+D+E) Amount Requested from JISC Institutional Contributions Percentage Contributions over the life of the project JISC No. FTEs used to calculate indirect and estates charges, and staff included 1.22 5.2 50.04% Partners 49.96% Which staff: Stubbs, M; Lee, D; Lonergan, K; Nisbet, S; Lee, A; Butters, G; Craven, J & Griffiths, J Arrangements for evaluation will be finalised in the project plan [deliverable M1] when 03/10 funding decisions have been made - approaching institutions for peer review of W2C at this stage risks a conflict of interest. 9 6 Team Experience 6.1 W2C will be undertaken by appropriately-skilled staff who are already in place. 6.2 Section 3.4 has shown how input to W2C will be matched to three key areas of expertise: technology (LRT); business improvement (BIT) and usability/evaluation (UET). 6.3 The table below shows how the roles and expertise of W2C staff map to those areas: Area LRT Staff Prof Mark Stubbs Project Role Principal Investigator Kieron Lonergan Developer Steve Nisbet Developer Alexander Lee Developer BIT Dave Lee Project Manager and Business Analyst UET Geoff Butters UE Team Leader Jenny Craven Usability Evaluator Jill Griffiths Usability Evaluator Expertise As Head of LRT, Mark has overall responsibility for MMU‟s VLE. He coordinated the recent learning technologies review and leads the “seamless user experience” strand within EQAL. He has led and contributed to a number of related JISC projects including XCRI, SRC and REACh. Kieron is MMU‟s MLE Development Manager. He coordinated the Live@Edu cloud-services pilot and is responsible for deployment of the MyMMU “one-stopshop” SharePoint portal and supporting web-services Previously responsible for MMU‟s web infrastructure, Steve is now MMU‟s Learning Systems Manager. He established the Moodle demo environment to support the learning technologies review and has recently been leading on the integration of Apple Podcasting services and Wookie widgets Alex supported the WebCT VLE since its launch in 2006 and is now an MLE developer with particular responsibility for integrating the new Moodle VLE Dave is a Business Analyst in MMU‟s Business Improvement Team. A qualified project manager, Dave project-managed roll-out of the Live@Edu cloud service to all students and currently provides process mapping & project support to the EQAL Board. Geoff has contributed to and coordinated a number of JISC and EC-funded projects, including evaluation of the DNER and usability of the Copac online catalogue Jenny has worked on a variety of JISC, EPSRC and EC –funded research projects, primarily concerned with web accessibility and usability, including user testing on the JISC Personalisation Projects Programme Jill has worked on a number of projects focussed on programme evaluation & user testing for library & info services, most recently for resource recommendation 6.4 Skills of the MMU team will be complemented by close working relationships with key partners: Scientia, Talis, Unit4 (formerly Agresso) and ULCC. The travel and expenses budget has been set to facilitate attendance by partners at relevant project and programme meetings. 6.5 Links between the W2C project and MMU‟s EQAL initiative will also provide access to business process expertise, ensure definitive data are available to enhance the VLE for learners, and provide mechanisms for responding to any inaccuracies identified when exposing those data. 10
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