OER_REL_NTU_Finalrep - Higher Education Academy

Project Identifier: DeSTRESS

Version
: 1.0

Contact: Rebecca Taylor

Date: August 31st, 2011


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Document title: DeSTRESS Final Report

Last updated
: August 31st
t, 2011




The Higher Education Academy (HEA)/JISC Final Report



Project Information

Project Identifier

HEA REL06


Project Title

Depository of Resources for Statistics in Social Sciences

Project
Hashtag

DeSTRESS

Start Date

August 31
st
, 2010

End Date

August
31
st
, 2011

Lead Institution

Nottingham Trent University

Project Director

Professor Rebecca Taylor

Project Manager

Martin Greenhow, Ken Heather and Martin Poulter

Contact email

Rebecca.taylor@ntu.ac.uk

Partner Institutions

Brunel University, Portsmout
h University and Bristol University

Project Web URL

http://destress.pbworks.com

Programme Name

UKOER2

Programme Manager

Joanne Masterson


Document Information

Author(s)

Professor
Rebecca Taylor

Project Rol
e(s)

Project Director

Date

August 31st
, 2011

Filename

DeSTRESS

Final
Report

URL

http://destress.pbworks.com

Access

This report is for general dissemination


Document History

Version

Date

Comments

1.0

August 31st
, 2011

This report documents the dev
elopment and delivery of a
selection of outstanding resources in the field of statistics for
social sciences.



Project Identifier: DeSTRESS

Version: 1.0

Contact: Rebecca Taylor

Date: August 31st, 2011


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Table of Contents


1

ACKNOWLEDGEMENTS

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................................
................................
............................

2

2

PROJECT SUMMARY

................................
................................
................................
................................
.

2

3

MAIN BODY OF REPORT

................................
................................
................................
...........................

3

4

CONCLUSIONS AND ‘WHA
T DID WE LEARN’

................................
................................
.............................

8

5

RECOMMENDATIONS

................................
................................
................................
...............................

8

6

PROJECT BUDGET

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................................
................................
................................
...

10

7

APPENDICES

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................................
................................
................................
...........

11



1

Acknowledgements

The
DeSTRESS

project was funded by the Higher Education Academy and JISC as part of the Open
Educational Resources initiative.


The project team would like to acknowledge the guidance and support that they have received from the
HEA and

JISC.

We would also like to acknowledge the effort and enthusiasm of those who have
participated in the development and evaluation of the project resources. The resources provide users with
a wide selection of valuable materials that will now serve to enc
ourage and support lecturers in their
teaching and learning activities. The team are confident that these resources will help learners
understand the link between statistics and their specific social science discipline. We would also like to
thank Julian C
ook who has done an outstanding job of evaluating the project; his engagement has helped
us to reflect on the development and delivery of the project resources. Finally we would like to thank the
project team at the HEA, particularly Jo Masterson and Clare

Gash who have provided continued support
and advice at all stages of
the
project.


2

Project Summary

The
DeSTRESS

project addresse
d

the
sector priority area:
Distinctive subjects, where a low volume
of provision exists currently and a convincing argument
could be made for the benefits to
cognate disciplines.

The Government designated quantitative social sciences as a strategically
important and vulnerable subject when it identified a skills deficit in quantitative methods. One aspect of
the strategy is to
support initiatives that focus on undergraduate
curriculum development. The
DeSTRESS

project
helps to a
ddress this deficit by making resources available that will underpin the
teaching of statistics to students across the social science disciplines. The ai
m of the project
was
to (a)
share innovative and creative resources that have been produced by le
cturers but which currently are not
shared across institutions; (b) adapt resources that have been successful in motivating and engaging
students learning quan
titative skills in other disciplines; and (c) develop a new resource that specifically
addresses the need to demonstrate ‘relevance’ of statistical techniques and concepts to students across
the social sciences.


The focus of the DeSTRESS project
was

to
Sh
are, Adapt

and
Develop

resources that w
ould

underpin
the learning and teaching of statistics to students across the social sciences. The team
:




create
d 4

wikis to encourage the sharing of innovative resources and best practice;




adapt
ed
/develop
ed

an asses
ement bank of questions that relate to the

understanding, application and
assesement of statistical concepts in social sciences;


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

develop
ed

20 video units that demonstrate how statistical concepts and techniques are relevant in real
world issues across th
e social sciences;




create
d

a suite of online demonstrators to illustrate descriptive statistical concepts with real data.


The project team focussed on the promotion of open learning and the deliverables from the
DeSTRESS

project underpin the HEA’s commi
tment:



to encourage the sharing of learning resources between institutions, between academics and within
communities of practice;



to enable learning meaterials and resources to be shared universally
–

locally, nationally and globally
–

to support learning
;



to encourage development and uptake of tools and processes supporting the release of open
resources that will enhance both productivity and relevance by being customisable and adaptable by
both academics and students.


3

Main Body of Report

3.1

Project Output
s and Outcomes


Output / Outcome Type


Brief Description and URLs (where applicable)

Online question bank

A question bank with approximately 200 question styles that
provides the user with millions of question realisations.
Questions have been contextuali
sed to be relevant to each
of the four chosen social sciences: economics, politics,
sociology and geography.

Video units

Twenty

video units, each 12
–

20 minutes in length,
that link
the statistical concepts to real world situations across the
four chosen

social sciences.

Interactive Data Driven Graphs

A selection of data driven graphs that illustrate core
statistical concepts and can be manipulated by the user in
order to demonstrate the cause and effect of different
factors.

Subjects specific wikis

F
our wikis that bring together teaching and learning
materials created by academics from across the four chosen
disciplines.


3.2

How did you go about achieving your outputs / outcomes?


Please note that n
one of the Aims or Objectives have changed during the
project. The project
team
have delivered the
specified project on time and
within
budget.

Aims

To maximise student attendance, engagement and participation in statistics for social sciences, and
improve their learning outcomes by providing a mix of new an
d relicensed resources that are engaging,
accessible and flexible.


Objectives



Create an assessment bank of statistics teaching and assessment materials.*




Develop 20 interactive video clips using streaming video and dynamic animation.*



Develop
4

sta
tistics based wikis that cover different aspects of statistics teaching and learning across
a number of social science disciplines*

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

Create a suite of online demonstrators to illustrate descriptive statistical concepts with real data.



Design an interac
tive website to present the teaching and learning resources, to
facilitate distance
learning and to foster students’ autonomy and ownership of the learning process.



Develop diverse and innovative assessment opportunities for social science students.



E
ngage students in a clearer understanding of statistics for social sciences and monitor student
learning during, and beyond, the lifetime of the project.



Disseminate and embed project outcomes through methods that maximise awareness, understanding
and im
plementation.


*Each of the objectives
has produced
both generic resources based on everyday situations and
discipline
-
specific material. The generic material
s

have wide application across social sciences (and
beyond), while the d
iscipline
-
specific materi
al
focus
es

on key areas of Politics, Economics, Sociology and
Geography.


Development of the Online Question Bank

The development of the computer
-
aided assessment component of
DeSTRESS

falls into two parts:
technological innovations

and
question content
.


Technological innovations
:

These innovations have been developed by
the team’s RA (
programmer
)

who
has expert knowledge in database/web technology and who previous
ly

developed an intelligent tutoring
system for calculus for engineers.
To achieve the outco
mes the team:


1)

fixed a known bug in the Javascript programming language itself, making existing questions more
robust.


2)

allowed questions to interact with Excel (or any other spreadsheet or package e.g. SPSS). This is
significant for statistics questions s
ince it avoid
s

the need for excessive hand calculation by the
students which is fraught with the probability of arithmetic mistakes meaning that students would be
marked wrong even if they understood the statistical content of the question. This then allow
s

question setters to give realistic sets of data (up to 5
0 numbers
) which then makes statistical
measures more meaningful.


3)

developed a web application that places the

(unaltered) question coding into two
database
s

and runs
them via a web interface. This
substantial achievement means that any use on any browser
(including Safari on Macs) can run the questions with no special set up or need for third party
software, thus decoupling the application from the Question Mark Perception authoring/delivery
system
used in previous project
s

e.g. M
ETAL
. Thus in addition to us packaging up questions into
assessments we think will be useful, students can browse freely and choose their own selection. We
are trialling this now, using a server at Mathcentre as
the
host. Th
ere will shortly be a teacher
interface that will also allow any teacher to add questions to their own ‘shopping cart’ for their own
assessments. We are also investigating the use of mobile technology (I
-
pad, I
-
phone etc) and
integration with the Blackboar
d VLE.


Question content:

To achieve this aspect of the project resource the team developed questions for each
of the following topics and then contextualised them so that they are specifically related to one or more of
the chosen social science discipline
s:


(1)
Probability: definitions, addition rule (general, independent, mutually exclusive), multiplication rule
(conditional, unconditional), discrete random variables (expected values, variance, properties,
cumulative probabilities).


(2)
Statistics: sum
mation notation,
graphical presentation (bar & pie charts, histograms, frequency
polygons, Lorentz curve and Gini coefficient)
, descriptive stats (data types, measure of location
–

means, modes, median, grouped data), measures of dispersion (range, sample
and population
variance and deviation, percentiles, IQR,
Chebyshev's theorem
)


(3)
Correlation (PMCC & SRCC)


(4)
Regression

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(5)
Distributions: binomial (probability, variance and standard deviation, cumulative), normal (probability,
variance and standard
deviation, between two bounds), Poisson (probability, approximation to the
binomial, cumulative)


(6)
Hypothesis testing: basics, confidence intervals, type I & II errors.


All of the
above
questions
will link to the video content of
DeSTRESS

where possibl
e and/or to other web
resources.

The questions have been trialled with several student cohorts this academic year.
In order to
ensure the question bank is accessible to as wide an audience as possible the team are also:


(1)

complet
ing

the web application data
base to include new stats questions developed under
DeSTRESS
. This will form part of the overall Maths E.G. site, but will have attribution to
DeSTRESS
.
This will be done in October/November once the stats questions are more stable and have
accommodated an
y
fe
edback from further trialling;


(2)

finalis
ing

the student interface of Maths E.
G. including a search facility
;


(3)

finalis
ing

the teacher interface of Maths E.G. including a search facility that allows teachers to find
questions according to criteria to
add
to th
eir shopping trolley;


(4)

accommodating mobile devices. At present the questions do not display equations that call an applet
(WebEQ) and this is not supported in the operating systems of mobile devices that do not have JRE
(Java Runtime Environment). Th
e short term option is to identify if the Maths E.G. application is being
called by a mobile device and if so to handle the applet calls at runtime in a different way that does
not require JRE. In the longer term, it will be better to write new questions u
sing native MathML now
supported by operating systems (e.g. MathJax or JSMath etc) and a feasibility study will be made of
this. It may be that the legacy questions can be translated to use native MathML but this would not
form part of this project.


(5)

condu
cting a
feasibility study of integration with VLEs (Blackboard and possibly Moodle). This will
require the creation of a question
-
linked outcome database that will interrogate a student response to
a question and then pass a flag to the VLE. In that way, i
nformation will be gathered on not just if a
student was correct but which option was selected/which distracter used. The assessment setter
using their VLE can then attribute marks as he/she wishes independently of the question e.g. hard
questions being wo
rth
more

or negative marks for unforgivable mistakes! Normally marking would be
dichotomous (1 for correct, else 0) but would not have to be, so that two tests calling the same
questions could use different marking schemes.


The full question bank is now a
vailable on the
DeSTRESS

website. The team are committed to an
ongoing programme of sustainability, improvements and engagement

as detailed above. Many of these
additional aspects will be developed over the coming 3
–

6 months but the team will continue to

upd
ate
the questions and incorporate

feedback
indefinitely
. This commitment is evident from the ongoing
improvem
ents and updates
to the METAL question bank five years after the completion of the project.



Development of the
Wikis and
Interactive Data Dr
iven Graphs


Interactive Data Driven Graphs

The objective was to create a suite of online demonstrators to illustrate descriptive statistical concepts
with real data. These data driven graphical resources are
now complete, have been fully tested
and
have
b
een uploaded to the
DeSTRESS

webpage
. The data sheets contain
narrative to add context and will,
over the coming weeks include
links to the other resources (w
ikis, videos and question bank).


A number of software libraries were examined as a basis for the
interactive graphs, including HighCharts,
Flot, ext.js, PlotKit, RGraph, EditableGrid, Bluff, and Google Chart Tools. jqPlot was chosen because it fit
the criteria:



is openly licenced (GPL 2.0 and MIT)
;



uses a widely
-
adopted approach (being based on the JQ
uery library)
;



has a modern, aesthetically pleasing look
;

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

draws graphs and charts in a variety of formats
;



allows dynamic redrawing in response to user input.

While a couple of other libraries (such as Flot) offered very similar features, jqPlot seemed to
be more
suitable because there are statistical procedures (calculating correlations, drawing regression lines) built in
to it. JQuery Tools and JQuery UI are additional openly
-
licensed libraries that were used to provide
interactive elements such as slider
s.


Once a suite of demonstrators had been created, an academic consultant who teaches statistics for social
science (Chris Webber of the University of the West of England) was brought in to advise on pedagogical
context. This resulted in a range of specif
ic ideas on how interactive graphs could be used to directly
confront common student misconceptions about statistics.

Wikis

All of the wikis have been created and have a subject lead. The subject leads
have
gather
ed a selection
of
resources from their pee
rs across their related discipline (economics, politics, geography and
sociology) in order to
start
populat
ing

each wiki. External links
have also
be
en

added to each wiki in the
same format as the wikis developed for the previously funded TRUE project. Com
munication with subject
leads has been very effective and they
were also very helpful in
contextualis
ing

the data driven graphical
resources prior to these being included on the individual wiki sites.


At the outset of the project, we anticipated creating

wikis on subject centre web sites, as well as the
Economics Network site. The disruption from the closing of the subject centres (most either closed or lost
staff at the end of July) made this impossible. We have used the PBworks wiki service as well as t
he
Economics Network site (which, by arrangement with the University of Bristol, Royal Economic Society and
Scottish Economic Society, will continue to be hosted and maintained for at least another 3 years).

The submissions so far include documents totalli
ng 30,000 words (plus screenshots), and more than 200
presentation slides (excluding title slides), in addition to interactive Excel spreadsheets and assessment
materials.


Cataloguing of
DeSTRESS

resources into Jorum will be done as a bulk job at the end
of the funding period.
Copying of resources onto the HE Academy site will occur as part of the September
-
November 2011
transition for which the Economics Network is receiving transition funding.


Development of the
Video Units

Th
e video units were filmed
i
n the USA, Greece, Sweden and at various locations in the UK.
The
combination of UK and international footage and examples should appeal to a wide range of lecturers and
students.
The team
have

also
used some footage from Iceland, Hungary, Poland and Germa
ny which was
shot while working on other educational projects.


Filmed illustrations
c
over
the specified

range of social sciences. For example,
the team have
filmed local
elections particularly with politics students in mind, issues of climate change for
geography students, issues
surrounding wealth and poverty for sociologists and various business illustrations for economics students.
However, the great majority of topics are of interest and con
cern across
all of the
social sciences.



The programme team

h
ave been able to add substantially to the interest
and value
of
the video units

through the inclusion of several
i
nterviews with experts in their field. These include Nobel Prize winner Gary
Becker, the House of Commons librarian and Fellow of the Royal
Statistical Society, John Pullinger, experts
on global warming, the head of Mori, Sir Robert Worcester
,

and Jesper Roine, expert in wealth distribution
from the Swedish School of Economics.
Further interviews have taken place with t
wo members of
parliament

and various people in business.


The project involved the development and delivery of 20 video units. These are now complete and are being
added to the
DeSTRESS

web page following rigorous checks by the programme team, students and other
academics who ha
ve been engaged in the development stages of the project.
The first 4
units
are available
and a further 6 will be linked on Monday September 5
th.
The next 8 films will be linked on Monday September
26
th

and the final two will be uploaded on October 7
th
.



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Further w
ork, beyond the scope of this project
,

has been
undertaken

in the past six weeks
.

Extra f
ootage
has been incorporated into each film in

order to enhance the explanations and statistical understanding for
users
. This has taken each video unit fro
m
approximately
1
0

minutes to 20 minutes which is twice the size
that we had originally committed for each unit. The programme team
have
also adopted a new programme
for animations and equations that was not previously available. In order to ensure the hig
hest possible
spec
ification

for each video the
y have reworked all the video units in the past few weeks to provide a
n
enhanced presentation and
learning experience for users. Finally the team have engaged in a much more
extensive student feedback phase in
the video unit development than was seen in previous projects. This
was done in order to ensure that stakeholder feedback was at the core of the project deliverables.


These three additional aspects
have
added
a few extra weeks to the
development process
but the team felt
strongly that this
was acceptable in order to
provid
e

the highest possible
value for money and
quality
of
resource. The team are delighted with the final video resourc
es and have received very
positive
feedback
from students and academics
. This
process
has also provided us with a large stakeholder group who will
use and continue to review the resources over the coming months/years. All feedback will continue to be
welcome and
t
he team will

make adjustments to the resources as necessary.


3.3

Immediate Impact

Once the project is launched, we anticipate
that
the publicity from dissemination and the “jealousy effect”
(academics seeing that rival universities represented but not their own) will encourage further submissions
of content

to the Wikis
, as has happened with the other OER wikis hosted by the EN.


The video units have been widely circulated for review and feedback
and final checks and amendments are
now being made. The team has been very active in dissemination activities in order to comm
unicate the
details
of
all the project
resources
and
to
encourage lecturers to incorporate the resources into
mod
ules/units for the coming academic year.


The team responsible

for the development of the question bank
is

already we
ll connected in the field

of CAA

and have had opportunities to demonstrate the context and capability of the new online question bank
resources. Again, the immediate impact will be the enhancement of student learning (both guided and
independent) from the
availability
of high qual
ity resources that link statistical concepts to discipline based
issues. These are unique resources and anticipated usage is high
. The team are confident that there will be
a high level of e
ngagement in the use of
these
resources over the coming months/yea
rs.


3.4

Future Impact

and Implications



The graphs can be used as a template for the development of similar resources. The use of Javascript
means that the source code is available to any user using the “View
S
ource” feature of a web browser,
and only require
s a text editor to edit.

The use of libraries means that most of the code is hidden out of
sight.

The programming skills required (Javascript, JQuery) are relatively commonplace.




A consortium of University of Bristol academics, led by Rich Harris (the Geo
graphy subject lead) has put
in a bid to ESRC under the heading of developing the undergraduate quantitative curriculum. This
includes Martin Poulter and part of the project will extend the
DeSTRESS

interactive graphs.




The Economics Network’s lecturer su
rvey revealed that, while some constituents seek out and remix
open content, about half are unfamiliar with the basic concepts of OER. This
demonstrates
that we need
to make it a priority not just to promote the resources arising from OER projects but the
working practices
that drive them. This will be the emphasis of the
next phase of
DeSTRESS

dissemination, with the
project’s resources used as examples of a broader revolution in educational resources.




The expertise of the team and the quality of the reso
urces developed for METAL, FAME, TRUE and
DeSTRESS

has been recognised by groups who are engaged in, or exploring
,

the issue of the skill deficit
in quantitative methods across the social sciences. This has resulted in members of the team being
invited to
participate in committees and conferences that

are dedicate
d to this field of enhancement.


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

The team put a lot of effort and time into dissemination activities that support engagement across the
sector. The resources have been presented at conferences, wo
rkshops,
across departments and through
the new project brochure (see Appendix 2). As the project is very
back loaded

the presentations have
demonstrated aspects of the development process

including
video scripts, wikis, generic questions and
elements of t
he interactive graphs. This has been a useful form of dissemination as it has enabled the
team to gain feedback at the development stage and incorporate it into the final resources. Further
dissemination will now take place in the form of mailshots, severa
l conferences scheduled between
September 2011
–

March 2012, and departmental presentations.


4

Conclusions

and ‘What did we Learn’



The similarities in the statistics that
are

taught across the social sciences is much stronger than we
originally
thought whi
ch has enabled us to create a
broader
package of resources than originally
an
ticipated.




This project has been a rewarding experience for the whole project team and we are confident that we
have delivered an outstanding collection of OER resources that wi
ll be used enthusiastically across the
sector. The team have worked together on projects in the p
ast (METAL, FAME, TRUE); it is a very strong
team with extensive collective expertise in the development of OER resources that are relevant, flexible
and inclu
sive.




The team have focussed on a few additional aspects of resource development during the
DeSTRESS

project including more extensive feedback from stakeholders which has been critical in the
shaping and
development stages of the project. The team have a
lso looked more carefully at the development of links
between the resources from the initial stages of development which saved time and effort when the
resources were consolidated in the final month.





The team are fully committed to the
sustainability, i
mprovement and engagement of this project and so
will continue to upgrad
e

their specific resources. This has happened on the METAL project which is still
being upgraded 5 years after project completion. The team also regularly engage in dialogue with users

from around the world who have queries or suggestions.


5

Recommendations



Some of the submitted content is in the form of booklets. It would be useful to be able to make these
available in suitable formats for mobile devices, e.g. ePub. It would be efficie
nt and would aid discovery if
the funders promoted an iTunesU, Apple Bookstore or similar front end for the UKOER projects
–

with
common templates or style guides
-

rather than each project investigating this possibility separately.





A member of the proje
ct team is now submitting an OERIII bid to
specifically
tailor and expand the
question bank resources. We would recommend that funding be made available to support this bid as it
will support improvements to the
DeSTRESS

materials while also enhancing user

access to several other
OER materials. This project will publish within a single interface six existing computer
-
aided assessment
packages that have been developed at five universities. In this way, literally thousands of versatile
question styles

will be

brought together to comprise a comprehensive database spanning GCSE to level 2
undergraduate, but with a major focus on A level and service mathematics and statistics courses for first
-
year university students. Building on an excellent interface developed

in the current JISC/HEFCE
Depository for Statistical Resources for Social Sciences (
DeSTRESS
) project, a trial version of the web
application called MathsE.G.

will be developed further to include OER questions from Mathletics,
Numbas, Dewis, MELA and CALM
AT (originally developed at Glasgow Caledonian University but
released as OER under the FETLAR project) and the MathAssess QTIv2.1 compliant system. Teachers
will also be able to generate bespoke assessments themselves by selecting specific (or randomly
-
ch
osen) questions for their own students via an easy
-
to
-
use interface. Since all the component systems
offer very full feedback, Maths E.G. will therefore form an invaluable learning resource for a very diverse
range of students from social sciences and busi
ness studies, through to STEM disciplines and on into
numeracy, maths and stats for professionals such as health professionals or PGCE students. There will
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be several forms of the Maths E.G. namely: student and staff interfaces for formative assessment and

staff interfaces for stand
-
alone and VLE
-
integrated summative assessment.




The project team would like to continue to develop OER materials that add to, and enhance, those that
have been created. We will therefore be seeking further funding for projects t
hat will enable the team to
expand and extend the resources that are now being made available to academics teaching quantitative
aspects of social sciences. Ideally we would recommend that the timeframe for this type of project is
longer; 18
–

24 months wo
uld provide the team with time to focus more closely on alternative methods of
development, gaining additional feedback, expanding the testing phase and ensuring that the necessary
links between the resources are fully incorporated.


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6

Project Budget

Direc
tly Incurred Staff

Total

Apr11
–

Mch12

Apr11
–

Mch12

Total

Total

Budget

Expenditure

Expenditure

Expenditure

Variance

Rebecca Taylor 0.3 FTE

£23,479

£13,696.08

£9,782.92

£23,479

£0

Admin Asst for RT 0.4 FTE

£8,894

£0.00

£0.00

£0

£8,894

Ken Heather
0.7 FTE

£46,453

£27,097.58

£19,355.42

£46,453

£0

Post Doc RA 1 FTE

£41,864

£24,420.67

£17,443.33

£41,864

£0

Martin Greenhow 0.2 FTE

£14,352

£8,372.00

£5,980.00

£14,352

£0

5 Specialist Co
-
ordinators,5 x 0.1FTE

£21,070

£5,831.88

£4,165.63

£9,997.50

£11,07
2.50

Martin Poulter 0.2 FTE

£11,061

£5,914.42

£4,224.58

£10,139

£922

Total Directly Incurred Staff (A)

£167,172.70

£85,332.63

£60,951.88

£146,284.50

£20,888.50













Non
-
Staff

Total

Apr10
–

Mch11

Apr11
–

Mch12

Total

Total
Variance

Budget

Expen
diture

Expenditure

Expenditure

Travel and expenses

£20,738

£9,045.67

£6,461.20

£15,506.87

£5,231.13

Hardware/software

£800

£800.00

£0.00

£800

£0

Dissemination

£8,349

£7,075.83

£5,054.17

£12,130

-
£3,781

Evaluation

£1,070

£1,207.50

£862.50

£2,070

-
£1,00
0

Multi
-
media Sub
-
contractor

£9,600

£5,600.00

£4,000.00

£9,600

£0

Total Directly Incurred Non
-
Staff
(B)

£40,557

£23,729.01

£16,377.86

£40,106.87

£450.13













Directly Incurred Total (C)

£207,730

£109,061.63

£77,329.74

£186,391.37

£21,338.63

(A+
B=C)























Directly Allocated

TOTAL £

Apr10
–

Mch11

Apr11
–

Mch12

Total

Total
Variance



Expenditure

Expenditure

Expenditure

Staff

£24,831

£14,484.75

£10,346.25

£24,831

£0

Estates

£22,870

£10,968.42

£7,834.58

£18,803

£4,067

Other

£0

£0.00

£0.00

£0

£0

Directly Allocated Total (D)

£47,701

£25,453.17

£18,180.83

£43,634

£4,067













Indirect Costs (E)

£134,446.43

£64,463.25

£46,045.18

£110,508.43

£23,938













Total Project Cost (C+D+E)

£389,876.63

£198,978.05

£141,555.7
5

£340,533.80

£49,342.83













Amount Requested from
JISC/Academy

£207,729.70

£109,061.63

£77,329.74

£186,391.37

£21,338.33

Project Identifier: DeSTRESS

Version: 1.0

Contact: Rebecca Taylor

Date: August 31st, 2011


Page
11

of
11













Institutional Contributions

£182,146.93

£89,916.42

£64,226.01

£154,142.43

£28,004.50













Percentage
Contributions over the
life of the project

Total

JISC/Academy

Partners

Total



100%

54.74%

45.26%

100.00%















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



Rebecca Taylor 0.3 FTE





Admin Asst for RT 0.4 FT
E





Martin Poulter 0.2 FTE





5 Specialist Co
-
ordinators, 0.1 FTE





Ken Heather 0.7 FTE





Post Doc RA 1 FTE





Martin Greenhow 0.2 FTE






Please note:



The project

team did not require the administrative assistant included in the
original budget and the
specialist co
-
ordinators were significantly less expensive than anticipated.




The dissemination activities have been very successful so the project team allocated additional funds to
this area. Dissemination activities have been re
lated both to the DeSTRESS project outcomes and to
more general OER engagement. We feel that there is much more we could do in this area over the
coming months and would like to propose that the underspend of £21,338.33 be allocated to further
disseminatio
n of DeSTRESS and OER between the period September 2011
–

May 2012. Further
activity would take the form of departmental visits and demonstrations of OER materials, a further
brochure to be created and distributed in January 2012, and two workshop events s
pecifically related to
OER engagement across the sector. A detailed budget can be provided to the HEA/JISC.

7

Appendices

(a)

Appendix 1
-

Evaluation report

(b)

Appendix 2
-

DeSTRESS Project Brochure
:

Please
go to
http://destress.pbworks.com/w/file/44711331/OER
-
Brochure.pdf

and click ‘download’.