Uncovering hidden connections in Research Activity Data

August 12, 2010 – 2:33 pm

I recently submited an article to Sconul Focus which, I hope, will be published in a few months time. The topic of the article was data harvesting and aggregation. A simple and (hopefuly) easy to read explanation of a rather complex topic. I used our entity registry as an example and described how it harvests data from University and external sources, how it converts sources into RDF format so

By Cecilia | Posted in data aggregation, data harvesting, research activity data | Tagged | Comments (0)

EASiHE Website

August 10, 2010 – 10:23 am

This is a short update to refer the reader to:

http://easihe.ecs.soton.ac.uk/

for all information/documents/publications etc on EASiHE.

David

By db1f08 | Posted in Uncategorized | Tagged | Comments (0)

All the outputs there are

August 4, 2010 – 9:09 am
Anne-Sophie has produced a wonderful list of all of the project outputs. This will be included in our completion report, but I’m also reproducing it here as I’m sure people will find it useful.





GENERAL OUTPUTS – Showing the complete picture



* The blog

The blog describes the stages through the project. It also contains a lot of pictures taken during the project, and references to other interesting related projects or blogs.



* the handbook (short version)

This handbook (20 pages – here and here) gives you the methodology description of the user research and user-centric design parts of the JISC Academic Networking project.

A run-through, with real examples, pictures and lots of ‘how-do-I-start-on-this’ should enable you to get started on a project, using this methodology yourself.

This output was also presented at Birmingham, using a flyer to promote it.



* the handbook (long version)

This handbook (107 pages – here and here) is the full version of the shorter handbook. It contains much more details, examples and pictures… We would recommend reading the short version rather than this one, but it might be helpful if you want to reproduce such a project yourself.



* the final report (long, but has an executive summary!)

This is the final report to JISC, our funders – PDF.





OUTPUTS FROM RESEARCH PHASE (FIRST PHASE)

The links for the research phase outputs are below, but you can also find them (with matching pictures) here.



DATA GATHERING



* diary

This is the diary template we created and used during our project to gather data. Feel free to use it as well.



* Interview questions script

We also did interviews to gather data. This is the script with question we used when doing these interviews.



ANALYSING THE GATHERED DATA



* Video overview of doing an interview and task-goal analysis

This video shows you how to do an interview, using diaries, but also showing the task-goal analysis which is going on in another room; a clear run-through of the different aspects during this complicated process



* Task-goal analysis video

This video is just a snapshot while we were doing some task-goal analysis. It doesn’t tell you exactly how to do it, but it can definitely give you a good idea if you want to do it yourself.



* Affinity sorting video

A video showing you how to find themes (clusters) within the bunch of post-its. It doesn’t tell you exactly how to do it, but it can definitely give you a good idea if you want to do it yourself.



* Profiles close-up video

This is a snapshot whilst writing up profiles. It doesn’t tell you exactly how to do it, but it can definitely give you a good idea of what it is if you want to do it yourself.



* Behavioural axes video

Someone from Flow explaining to us what this exercise is about. It doesn’t tell you exactly how to do it, but it’s a good example to get an idea what this exercise is about.



* Personas

This is a digitised version of the 3 personas we ended up with, as a major output from our research phase.



BRIDGE BETWEEN RESEARCH AND DESIGN PHASE

You can also find this (with matching pictures) here.



* Focus on personas and scenarios

This document gives an overview of our personas and their relating scenarios. It also gives you some hints and tips on how to create these.





OUTPUTS FROM DESIGN PHASE (SECOND PHASE)

The links for the design phase outputs are below, but you can also find them (with matching pictures) here.



USER TESTING SESSION 1: USING PAPER PROTOTYPES



* General information about our 3 concepts

This gives a general description of what is meant by each of the concepts.



* Green concept paper prototypes

This is the full set of paper prototype frames used within this concept – mainly focusing on Isobel. Feel free to use this as an example or inspiration.



* Blue concept paper prototypes

This is the full set of paper prototype frames used within this concept – mainly focusing on Peter. Feel free to use this as an example or inspiration.



* Red concept paper prototypes

This is the full set of paper prototype frames used within this concept – mainly focusing on Kate. Feel free to use this as an example or inspiration.



* User testing guide during session 1

This is the set of questions which we used as a guidance during the first user testing session.



* Video on how to do user testing

A brief example video which shows you a real user testing session so you get an idea of what a user testing is like.

This outcome was also presented at Birmingham, using a flyer to promote it.



USER TESTING SESSION 2: USING CLICKABLE WIRE FRAMES



* Set of clickable wire frames

This is the full set of wire frames used within this merged concept and which we also showed to participants during user testing session 2 – it contains all the merged feedback and refinements we got from user testing session 1



* User testing guide during session 2

This is the set of questions which we used as a guidance during the second user testing session.



* Site map

This is a visualisation of all the different main pages within the system. A sitemap helps you during designing as well as to focus on the right tasks during the user testing session.



REFINE LAST VERSION CLICKABLE WIRE FRAMES AFTER USER TESTING



* Set of final wire frames

This is the full set of wire frames which were the result of the feedback we got from user testing session 2.





OUTPUTS FROM CODING PHASE (THIRD PHASE)

One of the outcomes of the JISC Academic Networking project is that the results of the project will be integrated in future releases of the open source Collaboration and Learning Environment Sakai. This outcome was also presented at Birmingham, using a flyer to promote it.



The links for the coding phase outputs are below, but you can also find them here.



* Kernel code repository

http://github.com/ieb/open-experiments



* UX code repository

http://github.com/oszkarnagy/3akai-ux





OUTPUTS FROM PRESENTATIONS AND WORKSHOPS



SAKAI CONFERENCE IN BOSTON, MA

* Sakai presentation PowerPoint

This presentation on Slideshare was used at the Sakai conference at Boston, presenting the methodology and some outputs like the personas etc.



OXFORD ASSEMBLY ON STAKEHOLDER BUY-IN

* The Academic Networking presentation about stakeholder buy-in at the BRII assembly in Oxford

This presentation was used at the BRII assembly in Oxford, presenting the approaches from the Academic Networking project which are specifically useful when targeting stakeholders.



* Handbook on how to involve stakeholders efficiently

This tick-box-shaped document isn’t a walkthrough roadmap, but a list of initiatives you can choose from based on our experiences from the Academic Networking project, in order to involve your stakeholders in an efficient way.

This outcome was also presented at Birmingham, using a flyer to promote it.



ASSEMBLY/WORKSHOPS ON PERSONAS AND HOW TO DO USER TESTING

The links for the assembly outputs are below, but you can also find the full list (with matching pictures) here.

These links are a set of outputs which can be used if you would like to replicate or undertake a similar workshop yourself. Originally this set of documents would also contain some documents which were already mentioned before (like the persona examples), but below you only see those which weren’t mentioned yet.

This output was also presented at Birmingham, using a flyer to promote it.



* Persona and user testing workshop PowerPoint

This presentation was used during the assembly, focusing on how to create personas yourself and undertake user testing. This presentation can be used if you would like to undertake such a workshop yourself.



* Persona template

In addition to the examples of the persona we created ourselves, this template of how a persona looks like should give you an idea on how to get started creating one yourself.



* Description of fictive users

You could use this set of ‘fictive users’ as a set of data when creating personas yourself as an exercise.



* General list of tips when creating a set of questions to use during user testing

This list of hints and tips should help you when creating a list of questions to use during user testing.
By Laura James | Posted in Uncategorized | Tagged | Comments (0)

Distilling project learning and realising benefits

August 2, 2010 – 12:41 pm

This project has a wide remit; consider the scope of the model as presented through the concept map in  previous post. In realising the benefits of the project, we have proposed a project which evaluates and aides an institution’s current progress in embedding lifelong learning and workforce development (LLLWFD) programmes and in providing them with information to make informed plans for future development.

The ‘toolkit’ should work at institutional, faculty and programme levels and would include:

  • A defined process/ methodology for using the maturity toolkit (to include working in CAMEL cohorts)
  • A range of maturity criteria, level statements and indicators which will work at institutional, local (e.g. faculty/School) level and programme level.
  • Guidelines for using the toolkit (including within CAMEL groups).
  • Templates to support evidence collection, analysis and reporting
  • Sector resources (e.g. papers, other toolkits, best practice guides, links etc.)

The toolkit would focus on areas such as institutional processes and systems, staff professional development, pedagogic approaches and models, delivery models, use of ICT/e-learning, support mechanisms, QA/QE, progression, accreditation, collaborative provision, partnerships with employers, employer consortia, sector bodies & professional bodies, organisational approaches, costing approaches and models, impact/benefits evaluation, compliance, systems accessibility and usability, student engagement etc.

The idea would be for institutions/faculties to use the toolkit to determine how ‘mature’ they are in respect of LLL-WBL, to determine where they would like to be and then to formulate plans, based on evidence collected. Support mechanisms would then follow by way of guidance through the CAMEL cohorts. This can be achieved through a wide range of activities such as face-to-face or online meetings, un-conferences, workshops, telephone interviews, etc. The outputs will underpin capacity building to support a growing community of interest.

By Ibrar Butt | Posted in Culture, Evaluation | Tagged | Comments (0)

Action!

July 22, 2010 – 3:05 pm

It was lights, camera, action this morning as the Pineapple crew got filming for some talking heads. It took us under an hour – now that’s what I call a wrap!

By Harriet Dismore | Posted in Uncategorized | Tagged | Comments (0)

Phase 3 Benefits Realisation Projects

July 21, 2010 – 1:32 pm

Six new benefits realisation projects have been funded following the last invitation for ideas from the Phase 3 Lifelong Learning and Work Force Development Programme in addition to the three projects who have already received benefits realisation funding within the programme. The projects cover a range of themes around frameworks and portfolios to support work-based learning, accreditation of prior learning and maturity models for work force development.

The projects are led by the following existing projects within the programme.

University of Hull, CPD-Eng Project (Continuing Professional Development in Engineering)

Funding £45,445.00 Aug 10 – Feb 11

The CPD-Eng project has developed a pilot system that integrates with established systems to create a seamless, learner-centred toolset (MyShowcase) to support an individual’s continuing professional development (CPD). MyShowcase is an online toolset behind which you can link all the paperwork relating to your career, which is then instantly accessible by you or people approved by you. The project will support institutions to pilot MyShowcase initially modifying the toolset to locate it within a Moodle VLE. The project is engaging with several networks of users: a cluster around the SAMSON Project at the University of Nottingham; the Moodle User Community based around a JISC RSC Yorkshire & Humber cluster; a cluster around some institutions working with Foundation Degree Forward; and the Open University.

University of Wolverhampton, ePPSME Project (e-Portfolio-based Pedagogy for SMEs)

Funding: £ 32,724.00 Aug 10 – Mar 11

The project will develop and foster a community of practice for e-portfolio pedagogies for work-based and lifelong learning through a synthesis of existing practice. The project will work with several institutions and existing projects to draw together key principles from that practice that can be applied elsewhere. A web resource will be developed in collaboration with JISC infoNet. The project will work with the Centre for Recording Achievement, Pebble Learning and Academy Subject Centres to engage existing stakeholder communities to identify and engage with practitioners.

University of Winchester/University of Gloucestershire, Co-genT Project (Co-generative Toolkit)

Funding: £50,000.00 Sept 10 – Mar 11

The Co-genT project has developed a toolkit to support the co-generation of curricula between employers and academic staff and a set of clearly articulated processes around the dialogue facilitated by the toolkit. The project will test these in a range of institutional pilot projects to develop a more comprehensive set of guidelines to support take-up of the toolkit by further institutions. The project is engaging up to seven potential partner institutions to pilot the toolkit. The project will also enable the partners to share their own tools and experience around supporting curriculum development for work-based learning and it is hoped these will also be adopted and tested as part of the project.

University of Bradford, WELL Project (Workforce Engagement in Lifelong Learning)

Funding: £40,000.00 Aug 10 – Mar 11

This project will distil and embed the lessons learnt from a range of institutions undertaking work force development projects into a ‘work force development maturity toolkit’ and to trial it with a group of institutions. The project will look at a wide range of criteria necessary for an institution to engage employers including institutional processes and systems, staff professional development, pedagogic approaches and models, delivery models, use of ICT/e-learning, support mechanisms, QA/QE, progression, accreditation, collaborative provision, partnerships with employers, employer consortia, sector bodies and professional bodies, organisational approaches, costing approaches and models, impact/benefits evaluation, compliance, systems accessibility and usability, student engagement etc. The project will aim to focus on the areas that are seen as priorities, challenges or significant lessons available to be shared across institutions. The project will work in collaboration with other JISC programmes such as Business and Community Engagement and the Curriculum Design and Delivery Programmes, as well as the Synthesis and Support project to provide the basis for a comprehensive work force development maturity toolkit to support institutions.

Middlesex University, MUSKET Project (Middlesex University Skills and Education Planning Tool)


Funding: £30,000.00 Sept 10 – Mar 11

The project will lead a series of national events, local focus groups and show and share sessions around APEL, accreditation and validation for lifelong learning and work force development. The national events will invite existing projects to share their outcomes and experience and aim to engage an audience beyond the existing programme. The local focus groups will be supported by the Work-Based Learning CETL at Middlesex University, accessible via the web and explore how existing tools can best support work-based learning. The show and share sessions will be used to engage new institutions in a more detailed exploration of existing tools. Further details will be developed in consultation with existing projects, the support and synthesis project and other bodies.

University of Plymouth, Pineapple Project (Partnership Investigations into Accredited Prior/Previous Learning)

Funding: £15,000.00 Sept 10 – Mar 11

This project will seek to share and integrate experience and tools developed through the Pineapple project around accreditation of experiential learning with Staffordshire University. Staffordshire have developed a process to map existing competencies to learning outcomes in order to expedite an APEL application. The Pineapple project has already considered a wider set of approaches from other projects and initiatives and these will also be explored. The project will also demonstrate the transferability of the PINEAPPLE tool from the HE in FE setting to the HE context. The outcomes will be shared through existing dissemination activities and through existing benefits realisation project activities.

By paul | Posted in Funded Projects | Tagged | Comments (0)

UPC Subject Forum Event

July 21, 2010 – 9:59 am

Invited to speak at the annual UPC Arts Subject Forum Event at Dartington Hall. Lovely location and brilliant opportunity to present Pineapple progress. Lots of questions, lots of interest and a number of willing volunteers to help us in September.

By Harriet Dismore | Posted in Uncategorized | Tagged | Comments (0)

Southampton ECS release their data into the public domain

July 13, 2010 – 11:22 am

The School of Electronics and Computer Science (ECS) at the University of Southampton releases all public data in open linked data format.”In what is believed also to be a world-first, ECS has become the UK’s first University department to release all its public data in open linked data format.The School of Electronics and Computer Science (ECS) at the University of Southampton is at the

By Cecilia | Posted in linked data, open data | Tagged | Comments (0)

GEES Subject Centre 10th Anniversary Conference

July 7, 2010 – 1:32 pm

As you can see below, Pineapple has a presence at the GEES Subject Centre GEES Learning and Teaching to 2020 conference taking place this week.

By Anne McDermott | Posted in APEL, Pineapple | Tagged | Comments (0)

Tests and development progress

July 6, 2010 – 1:21 pm

It’s been a while since the last post as we’ve been busy preparing for, and conducting, tests on the eAssignment environment so far.

We have actually conducted one successful test of marking with real data (this was additional to ‘normal’ marking so didn’t affect student results). Alongside this we ran a survey for markers asking about how they found electronic marking and the marking descriptors used (use of marking descriptors was also a new ‘test’ for this particular assignment). Details of the results of this survey will be in a future posting but in general feedback was very positive.

We had a second test of student submission and marking scheduled for the end of June and beginning of July (using a group used to the old Faculty eAssignment demonstrator system). However only 12 students submitted their work using the new system (they had the choice of the demonstrator or new systems), and due to the use of a slightly unexpected marking method we had to abandon the second test of marking in the system.

The next submission and marking test is scheduled for late August.

In the meantime we’ll be testing and transitioning from our current development environment to a pre-production environment. We also hope to be doing a number of load tests on both environments to get a clear picture of how many students/markers can be facilitated at once.

By peterg | Posted in marking | Tagged | Comments (0)
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