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Nov 9, 2013 (3 years and 9 months ago)

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1


HEA/JISC Grant Funding 10/11

Cover Sheet for Proposals

(All sections must be completed)



Programme: UKOER Phase Three

Name of and number of strand: OER Themes, Strand 4

Name of Lead Institution:

Bradford University

Name of Proposed Project:
Education for Sustainable Development in the Built Environment

Name(s) of Project Partners(s):
The Royal Institute

of British Architect
s (RIBA), Sheffield
University,
Bradford College

(+400 FTE: Yes)
,
Cambridge University
,
Centre for the Built
Environment

(CEBE)
,
De Montfort University

This project involves one or more
commercial sector partners
YE
S

Name

of any

commercial partner company:
Sw
anke
Hayden Connell

Architects

Full Conta
ct Details for Primary Contact:
Name: Dr. Mark Van Hoorebeek

Position:
Lecturer
.
Email:
m.vanhoorebeek@bradford.ac.uk
.
Tel: 01274 232323. Fax: 01274
235837
.
Address:

Bradford University School of Management, Emm Lane, Bradford BD9 4JL

Length of Project:

12

months


Project Start Date:
3
rd

October 2011

Project End Date:
2
nd

October 2012

Total Funding Requested from JISC:
£47,730.60


Total Institutional Contributions:
£
71,595.90


Total funding broken down across Academic Years (Aug
-
July)

April 11
-

March 12

April

12


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This project will
re purpose existing
materials

and subsequently
release high quality open
educational resources in the areas of sustainability and management in building design and
construction. These resources will be in the form of 120 Masters Level credits provided by the
consortium members, 60 of these credits alr
eady form part of an Architectural and Construction
themed MBA. The project team will take a cascade approach to repurposing to allow the material to
be used and repurposed by students, lecturers and practitioners at Masters level (level 7), Bachelor
with

Honours level (level 6) through to Foundation Degree and Diploma level (level 5). This cascade
approach to
OER

re purposing

will

enable wide usage within the sector by offering materials
delivered at a range of academic levels

which will be relevant to b
oth Further and Higher education.

The material will also provide Continuing Professional Development (CPD) opportunities to
practitioners working in the Architectural and Construction sector. This final aim will be achieved
through partnership with

Swank
e Hayden Connell

(
a
n

a
rchitectural firm
)

and The Royal Institute of
British Architects (RIBA).

A s e f f e c t i v e a n d s u s t a i n a b l e b u i l d i n g d e s i g n a n d c o n s t r u c t i o n
m a n a g e m e n t i s u n i v e r s a l, e f f o r t s w i l l a l s o b e m a d e t o e n s u r e t h a t e l e c t r o n i c d e l i v e r y i s a v a i l a b l e

t o
s u i t a r a n g e o f c o m p u t e r c a p a b i l i t i e s. T h i s w i l l e n s u r e t h a t t h e

r e l e a s e d O E R

m a t e r i a l
s

h a v e

b o t h
r e l e v a n c e a n d r e a c h i n r e g a r d t o d e v e l o p e d a n d d e v e l o p i n g c o u n t r i e s. T h i s b i d h a s b e e n
s u p p l e m e n t e d w i t h a
p r o j e c t

w e b s i t e
, i t c a n b e a c c e s s e d a t:
h t t p://m v a n h o o r.c o.u k/e s d/
. T
here are

a
range of
institutions

i
nvolved beyond the HE sector, i
ncluding representation fr
om the FE sector
:

Bradford C
ollege

(regional hub for the National Skills Academy for Envi
ronmenta
l Technologies)
, a
regulatory

body (The Royal Institute

of British Architects (RIBA)),
a
n

a
rchitect
ural

practice
(
Swanke
Hayden Connell Architects
) and the relevant subject centre

CEBE
(
although
funded

until March 2012
CEBE
will facil
it
ate the use of the
contacts made during its funded operation
)
. This will enable the
project to employ innovative approaches to extend OER beyond traditio
nal HE practice (Strand 4) as

outlin
ed in paragraph 15

d)

of the funding call
.

I have looked at the example FOI form at

Appendix A and included an FOI form in this
bid

YES

I have read the Funding Call and associated Terms and Conditions of Grant at
Appendix B

YES

2


JISC
/HEA

Grant Funding
10/11
:

OER Themes (Strand 4)


Project title:
Education for Sustainable Development
in the Built
Environment (ESD
-
BE)


Project Plan: A. Project Overview

A (i) Background


(1)


Education is the means through which sustainable development can be achieved. It enables
people to develop the knowledge, values and skills to participate in
decisions about the way we do
things, individually and collectively, locally and globally, that will improve the quality of life now
without damaging the planet of the future.”
1


(2)

“Buildings are responsible for almost 50% of the UK’s energy consumption
and carbon
emissions. The ways in which we light, heat and use our 25 million buildings all contribute to this.
Even small improvements to the energy performance and the way we use our buildings could have
a significant effect on our fuel bills and carbon

emissions.”
2


(3) The two statements outlined above pro
v
ide the co
rnerstones of this JISC
programme bid. The
first statement from UNESCO outlines the importance of education in the promotion of sustainable
development in an international context.
3

The statement from the HM Government report:
“Improving the energy efficiency of our homes and buildings” outlines that energy performance
within buildings is a key area of focus in regard to climate change. With these statements in mind
this project wi
ll
release high quality open educational resources
4

in the areas of sustainability and
management in building design and construction. These resources will be in the form of 120
Masters Level credits provided by the consortium members, 60 of these credits form part of an
Architectural and Construction MBA
5

which is part delivered by the Royal Institute of British
Architects (RIBA NW) and accredited and quality assured by the Bradford

University Management
School. The remaining credits will be repurposed from the consortia partner provision and are
outline
d in specific detail at para 18 of this bid document.

All stakeholders in this project are allied

in
some way

to the construction

sector.

The
Department for Business, Innovation and Skills

outlines
that
“The UK construction industry consists of over 300 0
00 firms employing over 2 million people”
6

The stakeholder mapping of need

within this project

is directly linked to the sustainability in the
construction

sec
tor
;

a sector that is likely to provide growth and accompanying jobs
. In
d
i
v
id
ual
s

with
skill se
ts that are allied to th
e

pre described needs
are likely to
be able to
contribute to companies
within the sector. OER release in this field has the capability to fulfil government mandated priorities
and provide long lasting impact in the skills of indivi
duals working
within
in the sector.





1

The

United Nations Educational, Scientific and Cultural Organization

(UNESCO): http://www.unesco.org.uk.
Accessed
26
th

August 2011.

2

HM Government


Improving the energy efficiency of our homes and buildings 2008, p1:
www.communities.gov.uk/documents/planningandbuildi
ng/pdf/714826.pdf
. Accessed 26
th

August 2011.

3

The United Nations

Decade for Sustainable Development (2004
-
2014)
, for which UNESCO is the lead coordinator,
seeks to integrate the values, principles, and practices of ESD into all aspects of education and learning in order to
address the social, cultural and environmental challenges faced today. This ESD
-
BE
-
OER bid s
pecifically answers one of
the four key aims of this UNESCO programme:
“Building,
sharing

and applying ESD
-
related knowledge:
Knowledge is an
essential component of education for sustainable development. Promoting research, supporting the development of
s
cientific understanding, and
sharing and disseminating

the vast amount of available knowledge, including traditional
and indigenous knowledge, are central activities within the Decade of Education for Sustainable Development (DESD).
UNESCO will support the

development of national research agendas and assist in building the capacity of higher
education institutions to engage in ESD
-
related research and innovation.”

p12. United Nations Decade of Education for
Sustainable Development

(2005
-
2014)
,
UNESCO
Strategy for the Second Half of the United Nations Decade of Education
for Sustainable Development
.
www.unesco.org.uk/education_for_sustainable_development
.
Accessed 26
th

Augu
st
2011.

4

“Digitised materials offered freely and openly for educators, students and self
-
learners to use and reuse for teaching,
learning and research.”

Giving Knowledge for Free: The Emergence of Open Educational Resources: The Organisation for
Economic

Cooperation and Development (OECD, 2007).

5

Masters of Business Administration.

6

http://www.bis.gov.uk/policies/business
-
sectors/construction
. Accessed 26th August 2011.

3


(4) It is envisioned that alongside these materials being offered at Masters level, the EWNI
7

credit
level descriptors and the F
ramework for Higher Education Qualifications in England, Wales and
Northern Ireland

(FHEQ)
8

will be used by the project team to ensure that the material can be used
and repurposed by students, lecturers and practitioners who wish to use and repurpose materials
delivered at Masters level (level 7), Bachelor with Honours level (level 6) through to

Foundation
Degree and Diploma level (leve
l 5). This cascade approach to OER
release is likely to enable wider
usage within the sector. The material will also provide Continuing Professional Development (CPD)
opportunities to practitioners working in the

Architectural and Construction sector. This final aim will
be achieved through partnership with Architects in practice
namely Swanke Hayden Connell
and
The Royal Institute of British Architects (RIBA).

As effective and sustainable building design and
co
nstruction management is universal, efforts will also be made to ensure that electronic delivery is
available to suit a range of computer capabilities. This will ensure that the material has both
relevance and reach in regard to developed and developing c
ountries.


(5)

Project call themes that are specifically addressed:

As outlined

in para
s

32

and 33

of the
bid call document this project will deal with

Themes A and C
:



Theme A
:


Extend
ing

OER through collaborations beyond HE


will be fulfilled by working
in
partnership with organisations from

other sector
s

in order to release OER materials that meet their
identified needs.

This consortium bid is comprised of
a private sector company,

a large FE
college

and

a sector focused regulat
ory agency in the form of RIBA
.

The RIBA involvement provides a
professional, statutory and regulatory body (PSRB
) input to the project and

this may provide future
synergies with the future work as outlined in para 34 of the bid c
all.


Theme C:

Addressing sector challenges


is a
lso featured in the
project

which deals with

elements

i), ii) and iii)

of theme C
:

Element
i
is fulfilled as two of the modules

support

emerging forms of
learning and accreditation.
i.e.
the accreditation
of prior (experiential) l
earning takes place with
modules 5 and 6 (see para 18 of this bid) and form part of a AMBA and EQUIS
9

accredited
Architecture and Construction MBA programme.
10

M
odule

1 is

formatte
d into distance learning
format, whereas 2, 3 and 4

have more tra
ditional face to face delivery providing a range of emerging
forms of learning models.
Element ii
:


Involving academics on pa
rt
-
time, hourly
-
paid contracts


is
fulfilled as the industry exp
erts giving guest lectures will contribute to the OE
R resources.

Element
iii

of Theme C
relates to
how this project impacts on the environment, if the project can help to build
a repository of materials

related

to sustainability in the sector this this type of educational practice

can have significant impa
ct while also fulfilling the need to do more with less in times of
limited
resource availability.


(6)

Lead Organisation:

Bradford University already has a firm and continuing commitment to OER
that was initiated by the HEA/JISC Phase I OER funded
individual

project that has and continues to
release OER in the legal field. In conjunction with this, the JISC funded Bradford University
Repository Project
11

provides an established repository for open educational materials

and
accompanying research. Ha
ving won the Jorum Open Learning and Teaching prize in 2010 and the
ALT/Epigeum award in 2009, the project group intends to remain active in the OER field through
further development of the group work resou
rce
and through involvement in this bid.
12


(7)

Con
sortium Members:
To ensure that these existing materials, knowledge bank and
accompanying best practice guides are suitable for use in a range of situations individuals from a
number of public and private institutions have been involved in the drafting of

this bid. This research
consortium has been created specifically to meet the needs of this bid call and represents a diverse
group of organisations that work to a sustainability agenda related to the release of
OER

in the



7

England, Wales and Northern Ireland (EWNI) generic credit level descriptors (previously known as NICATS).

8

The framework for higher education qualifications in England, Wales and Northern Ireland

is available at

www.qaa.ac.uk/academicinfrastructure
.
Accessed 26
th

August 2011.

9

AMBA:
http://www.mbaworld.com
. EQUIS:
http://www.efmd.org/
index.php/accreditation
-
main/equis
.
Accessed 1
st

September 2011.

10

RIBA MBA:
www.architecture.com/mba
.

Accessed 26th August 2011.


11

Bradford University repository project
:
www.brad.ac.uk/library/burp/index.php
.

Accessed 1
st

September 2011.

12

JISC website news stories:
www.jisc.ac.uk/new
s/stories/2009/09/jorumcompetition.aspx
.


Accessed 1
st

September
2011.

4


architectural and construction f
ields. The individual members of this bid are an important part of the
project therefore short curriculum vitas of the involved individuals can be found at:
www.mvanhoor.co.uk/esdbeoer/eC
ontent_cv.docx
.
The individual organisations within the
consortium exhibit expertise which will allow the proposed project to fulfil the project outcomes
described later in this
bid
.


(8) The bid will be comp
rised of organiations

each representing different expertise areas:








The Project Guidance Group:
The JISC
and
Bradford University

will provide project guidance
with best practice from previous JISC

projects being followed and will include areas such as tagging,
metadata and reporting.


Practitioner and subject centre organisations:

The
Centre for Education in the Built
Environment

(CEBE)

will provide sector related guidance; gathering interested pa
rties together
alongside providing the means to encourage the dissemination of
the
materials.

The RIBA NW will
provide material and oversee the project from an architectural construction practitioner standpoint.

The RIBA Sustainability Hub includes desig
n strategies, case
studies, videos, blogs and twitter (this
will be part of the fulfilment of para 39 of the bid call)

and is designed to develop and grow into the
one
-
stop portal for sustainability information.
13

Swanke Hayden Connell Architects

are based
in the private sector and are uniquely placed to
both provide useful materials and also provide practitioner perspective on materials that are being
used within this bid

document
.

They have offices around the world
14

including New

York, London,
Moscow, Ist
anbul, Shanghai
and
Sheffield
. After discussions it is believed by the project team that
this will aid in the international dissemination process.
Further information can be found on the
website that accompanies t
his bid:
www.mvanhoor.co.uk/esd

this site begin to fulfil the operational
requirements laid down in para 35 and will fulfil the accessibility requirement of para 41
(appendix B)
of the bid call.

The Centre for Education i
n the Built Environment (CEBE):
Support has been achieved from the
Centre for Education in the Built Environment (CEBE) in regard to the bid pitch and the direction of
the bid. The communication below outlines that the materials offered within this bid ar
e worthwhile
to release as OER content and also that they do not already exist within the world wide deposits of
OER materials:

“Dear Mark, Following our telephone conversation, I confirm that the availability of
materials in the field of Architectural Ma
nagement would be of part
icular benefit to the Academic

and
professional

community.

In principal, CEBE would be willing to support your bid, in terms of
assisting with dissemination, and if necessary acting as a critical friend. Best wishes,
D
r. Andrew
R
oberts,
Co
-
Director, Centre for Education in the Built Environment”








Consortium universities

and colleges
:

The consortium univeirsity and colleges shown above will
pr
ovide content. Each school of a
rchitecture

and department of construction

has a distinct
sustainability specialism and these will be utilised in the release of

OER content
.

Bradford College:
Is the
regional hub for the National Skills Academy for Environmental
Technologies

and
has a large footprint in regard to courses offere
d and materials that are available

in this area.
15

The incorporation of the FE sector in this bid reinforces the intent to provide a range
of material that can be used at different levels according to need ranging from materials that can be
used in the pri
vate sector as CPD to teaching materials that can be used in the FE sector.


(10) The consortium members are varied and this enables the bid to be well placed in regards to
paragraph
32 (Theme A (a))

of the bid call with partners from both inside and outside of the
HE




13

www.architecture.com/SustainabilityHub/SustainabilityHub.aspx
.
Accessed 26
th

August 2011.

14

http://www.shca.com/locations
.

Accessed 26
th

August 2011.

15

http://www.bradfordcollege.ac.uk/courses/
course_search?course_type=&category=29&search=Search
.
Accessed 26
th

August 2011.

5


sector. The modules will act as a foundation in the

governmentally identified

priority area of
“new
industries.”
16


The term “new industries” is further outlined in a report entitled
“New Industry, New
Jobs One year on” which was published by the previous government in March 2010.
17

On page 26
of the “
Unlocking potential in sectors and markets section”

the report outlines that:


(11)

“Low Carbon Construction:
3.37
The construction indu
stry plays a crucial part in tackling climate
change. It is said that buildings are responsible for between 40 and 50 per cent of UK energy
consumption. From 2016, all new homes will be built to ensure they have net zero carbon emissions
over the year and
the Government’s ambition is for all new non
-
domestic buildings to be zero carbon
from 2019. The public sector will take the lead and achieve this one year earlier in 2018. There are
valuable business opportunities for UK
-
based firms both in new build and
in retro
-
fitting existing
buildings: delivering the carbon reduction target for the existing housing stock could require 65,000
full
-
time jobs.
3.38
The Low Carbon Construction Innovation and Growth Team (IGT) was given the
task of recommending how indust
ry might play a full role in delivering the UK’s carbon reduction
targets. Its emerging findings, published in March 2010, have highlighted a real need for government
and industry to work together to ensure that UK derives maximum economic benefit from the

shift to
a low carbon built environment.”


(12) These commitments are bold and require a paradigm shift in relation to how sustainability is
viewed in the architectural and construction sectors. Education in this area is important and it is
believed that

this project has a significant role to play in ensuring that materials are suitable for
delivery in at a range of academic levels, repurposable to fit a wide variety of educational situations
and available for the public good through deposit and links on
a variety of OER and consortium
organisation websites. These Labour government sustainability in the built environment
commitments have remained largely intact forming part of the new coalition government plans:
New
housing minister Grant Shapps re
-
affir
med the coalition government’s commitment to ensuring all
new homes are zero carbon by 2016:

“Shapps pledged to stick by targets initially set out during
former housing minister Yvette Cooper’s stewardship in 2006 and reiterated in last year’s UK

Low
Carb
on Transition Plan

white paper
18
...Shapps also revealed that he would announce this summer
the government’s long
-
awaited official definition of zero carbon development.”
19

There may be
further modification as the new government fine tunes their approach in
this area however the need
for electronic, open source material in this important area will undoubtedly remain.


A (ii) Aims and Objectives

(13) The broad aim of this project is
the release of high quality educational resources.
20

This broad
aim will be ac
hieved by the completion of smaller objectives

as outlined in the detailed project
planning section of this bid
. These objectives are likely to be fluid, however will remain in the “spirit”
set down within this general project plan:

The materials arising
from this project:

1)

will be posted on

the Jorum

Open deposit site, an institutional website,

OpenLearn
LearningSpace and on

at least one other openly accessible place with an RSS/Atom feed.

2)

will provide advice regarding best pra
ctice to the consortium members. The members will each
create a site to link to the project as outlined in
paras 27, 28 and 29 (appendix B) of the bid call and
will use Twitter to re tweet under the #UKOER tag.
21

3)

will be imaginatively disseminated both int
ernally and externally under the relevant JISC tag
.
For
example dissemination will take place through institutional channels and also include participation in



16

www.bis.gov.uk/Policies/new
-
industry
-
new
-
jobs
.
Accessed 26th August 2011.


17

www.bis.gov.uk/assets/biscore/corporate/docs/n/10
-
857
-
new
-
industry
-
new
-
jobs
-
one
-
year
-
on.pdf
.

Accessed 26
th

August 2011.

18

Department of Energy and Climate Change:
www.decc.gov.uk/en/content/cms/publications/lc_trans_plan/lc_trans_plan.aspx
.

Accessed 26
th

August 2011.

19

Waite, R. (2010) Coalition government sticks to 2016 zero carbon homes target, Architects’ Journal

27
th

May:
h
ttp://www.architectsjournal.co.uk/news/daily
-
news/coalition
-
government
-
sticks
-
to
-
2016
-
zero
-
carbon
-
homes
-
target/8600449.article
.

Accessed 1
st

September 2011.

20

“Digitised materials offered freely and openly for educators, students and self
-
learners to use and reuse for teaching,
learning and research.”
Giving Knowledge for Free: The Emergence of Open Educational Resources: The Organisation for
Economic Cooperation and Development (OECD, 2007).

21

http://www.jisc.ac.uk/aboutus/marketing
_toolkit.aspx
.

6


JISC based projects such as the IE Demonstrator project (http://blog.iedemonstrator.org)

and JISC
s
Involve platform (www.jiscinvolve.org), other channels will include dissemination to local public
services such as the council and health services. A detailed dissemination strategy will be submitted
to the relevant JISC project officers.

4)

will come with
accessible plain text and rich media instructions which feature gradated levels of
support ranging from zero knowledge to the "bleeding edge" of the subject matter in hand. These
instructions will have the specific aim of enabling departmental, institution
al, regional and national
level adoption of each of the areas of this project into existing e
-
learning infrastructure.

5)

will not try to compete with any other projects through consultations with JISC Legal regarding
their collaboration toolkits and communi
cation with other JISC projects.

6)

will plan for academic articles to arise from the final project report and during the lifetime of the
project take advantage of the invisible academe of the double blind journal review system.

7)

will take advantage of the adv
ice given by the relevant JISC experts.

8)

will avoid areas outside the teams competence and also avoid unnecessary complexity which
may inhibit uptake.

9)

will diligently search for synergies within other JISC projects

and take up the support as offered
in para

39 of the project bid documetation
.

10)

will analyse the “unbundling” of intangible property within an educational context, with due
regard paid to relevant guidance documents such as:
Web 2.0: Tutor's Legal Issues Checklist, Web
2.0 Legal Toolkit, Podcasts a
nd the Law, Webcast
-

Copyright & e
-
Learning and Legal Risks and
Liabilities for IT Services in Further and Higher Education.

11)

will make full use of JISC InfoNet
,

OER infokit
22

and CETIS
23

alongside utilising

JISC TechDis
to aid in the access issues.

12)

will ta
ke a chronological view of the material release strategy from
re purposing
through to
reuse, this will allow other elements related to the release of materials to be considered such as
clearances, licences and the requirement for disabled access both from a staff use and student use
perspective.


A (iii) Stakeholder Analysis: K
ey stakeholders:

(14) UK Government: As previously outlined this ESD
-
BE project has a number of tie
-
ins with many
of the recent policy documents including: Defra’s Climate Change Plan (2010), the Governments
Climate Change: Taking Action (2010) and
Improv
ing the energy efficiency of our homes and
buildings (2008).

The UK Centre for Education in the Built Environment (CEBE)
, t
he JISC, the HEA and

t
he HEFCE.

Architects and Architecture Schools.

Construction professionals.

Green organisations such as The UK
Green Building Council (UKGBC).

Staff within the consortium organisations.

Private sector
architects

in the UK and around the world.

The colleges within the FE sector.


A (iv) Project Outputs and Outcomes

(15) The main deliverables of the project are: Th
e release of high quality resources
24

to support

120
Masters level credits based within the subject area of architecture and construction deconstructed
into their componen
t parts to enable repurposing.
An added dimension is provided by the
professional
body (RIBA)
,

private sector input from

Swanke Hayden Connell Architects

and the
inclusion of Bradford College
.

Various new synergies may also arise such as the repurposing of
some of the clearance and takedown protocols used in the
various phase 1 and 2 p
roject
repositories
, the potential to share flexible and specialized server stora
ge space and benefits from
the phase 1 and 2
based expertise in areas such as search and deposit protocols.




22

http://bit.ly/oerinfokit
.
Accessed 1
st

September 2011.

23

http://wiki.cetis.ac.uk/Open_Educational_Resources
.

Accessed 1
st

September 2011.

24

“The issue of quality is highly significant both in relation to people having confidence to deposit their own materials
and also in relation to re
-
use. People need to be convinced that resources are good enough to be worth reusing, and a
re
they constructed in such a way that different reusable resources actually fit together rather than overlapping in multiple,
confusing ways.”

McGill, L., Currier, S., Duncan, C. and Douglas, P. (2008)
Good intentions: improving the evidence base
in supp
ort of sharing learning materials.

Project Report, p5.
http://ie
-
repository.jisc.ac.uk/265/
.
Accessed 1
st

September 2011.

7



A (iv) (a) Overall approach to the
project: Content and Intellect
ual Property.

(16) The stages involved in this bid are placed in chronological order, moving from
rights

clearance,
format, storage, to delivery and accessibility:


A. Content offering

(17) The material offered will support 120 Masters level credits of con
tent, the rationale for the
choice of modules offer specific opportunities in an important area. The modules cover a wide
range of topics that affect the efficiency and sustainability in architectural design and construction.
This project will not be lim
ited to the “design and build” stage of construction projects but will reach
down to the processes and materials that are used in construction alongside themes that
acknowledge the concept of building life cycle analysis and energy efficiency in its broade
st sense.

The incorporation of industry provided learning objects will be facilitated by the raft of CPD activities
that are already accredited by the RIBA.

The Masters level modules that make up a proportion of
the MBA programme are accredited by exter
nal bodies such as ABMA and EQUIS.
Formal
accreditation by these internationally recognised bodies is the gold standard for MBA courses
allowing MBA courses to attract wider attention in a global market.
Due to the requirement of these
accreditation bodi
es certain basic standards are followed within these modules for example within
the descriptors provided for each of these 20 credit modules there is a minimum of 60 contact hours
(usually 30 lectures and 30 tutorials) from the 200 hours of study minimally

required for the module.
These standards form part of each module that will be repurposed.


(18)

Content strand:
The modules to be released are outlined below: Full content descriptors can
be found by following the following URL:
www.mvanhoor.co.uk/esdbeoer/mods.pdf
. Within each
descriptor full content can be viewed alongside the related Education for Sustainable Development
(ESD) statement.

The content

that is described below

has been already been developed

by the
members of the consortium.


1. Project and Practice Management in Architecture and Construction: 20 credit module.

2. Applied Environmental Law and Intellectual Property: 20 credit module.

3.
Sustainability and Law in the Built Environment: 20 credit module.

4. Legal Environment of Business: 20 credit module.

5. Reflective Architectural and Construction Continuing Professional Development: 20 credit
module.

(Accreditation of prior learning).

6
. The RIBA Advanced Professional Practice and Management: 20 credit module.

(Accreditation of prior learning).


B. Clearances

(19) Clearances from a copyright perspective are obviously important as liability will fall on the
institution employing the indi
vidual who infringes. Despite the various defences to infringement
provided by the Copyright, Designs and Patent Act of 1988 (such as educational use) clearances
and takedown procedures are of the utmost importance. Well crafted protocols attenuate this
risk,
and the protocols must be in place to initially convince those taking management decisions that the
release and subsequent open use of materials will stand up to legal scrutiny. Clearance from right
holders and the related processes outlined by Web2
Rights, OSS Watch, JISC Legal and the JISC
Open Source Policy will be followed. A report will also be drafted concerning how rights holders,
individuals who have contributed to the development of the course and institutions (such as previous
employers) re
spond to clearance requests. As mentioned previously the
phase 1 an 2 projects
already funded by JISC and can provide model clearance protocols and takedown procedures and
other individual based expertise to deal with non standard problems. To a large ex
tent many of
these issues have

already

been con
sidered at a university level and t
hese examples of good
practice will be transferred to all consortium members.


C. Format: Multi format outputs

(20) The "granularity" of the material as has also been conside
red although teaching materials
usually form
"structured sequences of information and activities to promote learning,"
25

it is also



25

JISC OER Infokit:
https://openeducationalresources.pbworks.com/What
-
are
-
Open
-
Educational
-
Resources
.

Accessed 1
st

September 2011.

8


important that the materials can be broken down so use, reuse and modification can take place
using the digital resources or
media assets. The formats used are wide ranging, one of the re
formatting strands will comprise converting the materials (once cleared) into as many formats as
possible. The same process will be followed for the sound, pictures, video and software files
used in
the materials offered in this bid.


D. Storage and standard

(21) The material will have SWORD
26

compliance, with metadata
27

added to ensure repository
standards are met with the overarching aim of ensuring ease of access and institutional mirroring.

The standards will be in line with JISC recommendations; further formats will overlay these
recommendations to ensure maximum usability in re purposing.


E. Delivery

(22) Much of the protocol for repurposing will remain from the successful Phase I OER

bid, the
£10,000 pounds provided by JISC funded a pilot project and enabled the testing of the production of
OER. The protocols and related work practices have benefited from a year within the initial OER
programme and these protocols are now robust enou
gh to facilitate OER release in the new
environments provided by the
various
university

and college

institutions alongside a professional
body in the form of RIBA and a private sector actor in the form of
Swanke Hayden Connell
Architects.

This project wil
l wherever possible encourage the use of open source equivalent to
proprietary software. The final strand to this project concerns the concept for disabled access in
relation to open educational resources.


A (v) Risk assessment

(23) The lack of any sensitive material in the modules identified significantly reduces the institutional
and personal risks in this bid. The main risks from an institutional, personal and indeed a JISC
perspective is if the material is of low “quality.”

Whatever unpacking and format alterations take
place, the material will be appraised by potential users and subsequently held to be unsuitable. This
damages the project, institutional standing and the very concept of open educational resource
materials.

The project team are fully aware of these quality based risks.


(24) Potential staffing issues are mitigated by the number of skilled individuals involved. If a
member of the team is ill, workload can be balanced to make sure the project does not suffe
r.
Organisational buy in will not be a problem; the JISC is an important influence on the sector and the
members of the consortium have at a personal and institutional level committed to the project. This
statement applies to both senior management and a
cademic staff.


Risk

Probability

(1
-
5)

Severity

(1
-
5)

Score

(P x S)

Action to prevent/manage risk.

Staffing





Difficulties
recruiting and
retaining staff.

1

3

3

The key staff are

already in post. If individuals working in partner
institutions move there is no reason why they need to leave the
project.

Organisational





Failure to reach
project
milestones.

2

3

6

The way in which this bid has been organized reduces this
particular aspect of overall risk. First the topic of sustainability
forms part of all the consortium partners’ institutional goals.
Institutional buy in is further assured by the involvement of t
he
JISC. Project management is based around PRINCE2 with
internal and external critical friends in place to
ensure delivery.

Failure to meet
JISC, HEA and
Programme
expectations

3

3

9

This is the main risk that has to be identified at this point in the
project bid, JISC and the HEA have now run a number of these
projects and the outputs and impact are
,

due to the funding
situation within the sector
,

more important than ever before. It
is
hoped that this bid document clearly outlines the intent of the
consortium members. If successful the online and face to fac
e
meetings will be attended. A
longside this specific focus will be
placed on one to one review meetings taking place throughout

the project to benefit from the JISC expertise in this area and



26

SWORD compli
ance:
http://www.swordapp.org/
.

Accessed 1
st

September 2011.

27

Currier, S., Barton, J., O'Beirne, R. & Ryan, B. (2004). Quality assurance for digital learning object repositories: issues
for the metadata creation process. ALT
-
J: Research in Learning Technology, Volume 12, number 1. pp.5
-
20.

9


also to ensure that the project is meeting the expectations of the
JISC oversight team.

Communication
breakdown
between partners.

2

4

8

This is not the first time the individuals involved ha
ve had contact
with the other consortium members. As an example the project
lead Dr. Mark Van Hoorebeek has been involved in the
Architectural courses run at the RIBA, Sheffield University and
De Montfort University. The familiarity of the team members w
ill
help to smooth any issues that arise.

Br adf or d Uni ver si t y

al so

has c l os e t i es wi t h Br adf or d Col l ege i n t hi s ar ea.

Techni cal





The s of t war e and
har dwar e
s ol ut i ons ar e not
s ui t abl e t o f ul f i l l
t he pr oj ec t goal.

1

2

2

Ther e i s a wi de var i et y of
s of t war e avai l abl e t o ensur e t hat t he
c ont ent c ont ai ned wi t hi n t hese 120 c r edi t
s of modul es c an be
f ul l y ut i l i s
ed i n a r ange of s i t uat i ons. Due t o t he di ver s i t y of t he
t eam member s t he capac i t y exi s t s t o devi s e a sol ut i on t o
over c ome any unf or es een pr obl em
s i n t hi s ar ea.

Ext er nal suppl i er s





I s s ues wi t h
ext er nal s uppl i er s

0

0

0

Ther e i s unl i kel y t o be a need f or ext er nal suppl i er s t o be us ed
wi t hi n t hi s pr oj ec t. I f t her e i s a need t he exi s t i ng uni ver s i t y
pr ot oc ol s wi l l be us ed t o ensur e t hat t he bes t
pr i c e i s ar chi ved
f r om a r el i abl e suppl i er.

Legal





Copyr i ght l i abi l i t y
i s br ought about
by i mpr oper use
of mat er i al s

2

3

6

The pr oj ec t l ead has a l egal back gr ound and r es ear c
hes i n t he
ar ea of c opyr i ght; and

has

pr evi ous l y

par t i ci pat ed i n t he
r e
pur pos i ng

of OER mat er i al. He c ur r ent l y l ec t ur es i n t he ar ea of
c opyr i ght f or t he RI BA, Br adf or d, De Mont f or t and Shef f i el d
Uni ver s i t i es. The c ont act s pr evi ous l y made wi t h JI SC l egal al s o
hel ps t o mi ni mi ze r i sk.

The other institutions have experience in
OER: For example Cambridge University will utilise the
experience of the CETL

RLO
28

project team and the protocols
that have already been established.


A (vi) Project reporting and communication (dissemination)

(25) Due to the issues outlined in the risk a
ssessment, the communication between the stakeholders
in the project is important. Institutional and JISC expertise needs to be levered towards ensuring
that all elements ranging from reformatting to metadata addition to storage to disabled access are
ana
lysed and the results communicated to all stakeholders and feedback received and acted upon
before the materials are released. The external dissemination element will be based around the
final project report and it is expected that journal submissions wil
l result from this bid. The tracking
of released resources will be facilitated by the use of tags, with changes being made to allow a
distinction to be made between actual resources and comments concerning the project. The core
project document set outli
ned below will be fully adhered to:


Core Project Document

Timing

Project Plan (including an Evaluation Plan, QA Plan,
Dissemination Plan, and Exit/Sustainability Plan)

Within 1 month of start date

Project Web Page on JISC

Web Site (including copy of
accepted Project Plan)

Within 1 month of start date

Project Web Site at Lead Institution

This is under construction:
www.mvanhoor.co.uk/esd


Consortium Agreement (for projects
involving more than
one institution)

Within 3 months of start date

Progress Reports (including financial statement)

Schedule to be agreed with Programme Manager for
projects of less than 12 months

Technical and Supporting Documentation (for projects
crea
ting technical deliverables)

Timing to be agreed with Programme Manager

Final Report

Draft version 1 month before project end date; final version
at project end date

Completion Report (including financial statement)

Project end date


(26)

The dissemination of the materials will
use

the now well established Open Educational
Resource repositories such as Jorum and OpenLearn
, alongside ensuring each consortium partner
publicizes first the concept of OER in Architectural and Construction and s
econdly the content that
best suits their specific area. For example Bradford College will utilise the institutions large
academic footprint in this area to ensure that the stud
ent and academic bodies utilise

the available



28

http://www.rlo
-
cetl.ac.uk
.

Accessed 26
th

August 2011.

10


materials but also use the statu
s
of a regional hub to disseminate

at a FE sector wide level. Swanke
Hayden Connell Architects would work in conjunction with the Royal Institute of British Architects
(RIBA) to ensure that the pertinent material that are released are disseminated through

the mailing
lists
, journals (e.g. A Magazine
29

and The RIBA Journal
30
)

and website
s

alongside providing an
international angle with the incorporation of
overseas office resources and contacts
.

Discussions
have already taken place between the partners to di
scover how each partner can lever the various
dissemination strategies to fit with each specific
area that they specialis
e in.

The dissemination will
lead to the sustainability of the project after the project has ended, the webpages will encourage the
members of each of these organisations to use OER to promote

and develop their work in the
a
rchitecture and construction field.


A (vii) Project Management

(27
) The project team will comprise of the following individuals.


Name

Role

Contact details

Dr. Mark Van Hoorebeek

Project Management

m.vanhoorebeek@bradford.ac.uk

Dominic Wilkinson

RIBA NW Education Chair

d.e.wilkinson@ljmu.ac.uk

Professor Peter James

Professor

of Environmental Management

p.james@bradford.ac.uk

Dr. Peter Hopkinson

Senior lecturer in Environmental Management

P.G.Hopkinson@Bradford.ac.uk

Dr. Andy Roberts

Centre for Education in the Built
Environment

RobertsAS@Cardiff.ac.uk

Keith Mason

SHCA:
Senior Architect: Environmental specialist

mason
.k@london.shca.com


Steve Leighton

Sheffield University Lead researcher

spl@leightonarchitects.com

Dr. Ahmad Taki

Subject specialist

ahtaki@dmu.ac.uk

John Staley

De Montfort University Lead researcher

jstanley@dmu.ac.uk

Dawn Leeder

CETL RLO: Critical friend

dcl25@cam.ac.uk

John McCallum

Bradford C
ollege:

Construction

programmes

J.McCallum@bradfordcollege.ac.uk

Peter Williams

Cambridge University:
Course Director

pgw26@cam.ac.uk


A (viii) Budget

Directly Incurred

Staff

April 11



March 12

April 12



March 13

TOTAL £

Post, Grade, No. Hours & % FTE

Averages used:
31

Pay scale:

Mid 9 pay grade (40 on pay spine) = £4,137

per month
including NI and SA.
£4,137 ÷ 20 = £206.85 (day rate)

£206.85 x 0.5 (days) x 38 (weeks) = £3,930.15

Estate costs:

(Bradford
University £3,421 per year (2011
) per FTE)
£3,421 x 0.1 = £342.10

Indirect costs:

Bradford University rate (2011
) is £38,225 per FTE
per year)
£38,225 x 0.1 = £3,822.50

Totals per person £8094.75


Bradford University:
Professor Peter James/

Dr Peter Hopkinson (Shared allocation)

RIBA:
Dominic Wilkinson

CEBE subject centre:
Dr. Andy Roberts

Swanke Hayden Connell Ar
chitects:
Keith Mason

Sheffield University Architecture School
:

Steve Leighton













£ 4047.37

£ 4047.37

£ 4047.37

£ 4047.37


£ 4047.37













£ 4047.37

£ 4047.37

£ 4047.37

£ 4047.37


£ 4047.37













£ 8094.75

£ 8094.75

£
8094.75

£ 8094.75


£ 8094.75




29

A Magazine:
http://www.architecture.com/RegionsAndInternational/UKNationsAndRegions/England/RIBANorthWest/A%20Mag
azine.aspx
. Accessed 2
nd

September 2011.

30

The RIBA journal:
http://www.ribajournal.com
. Accessed 2
nd

Septembe
r 2011.

31

Individuals will dedicate 0.5 days a week to the project. An average Bradford University pay scale, estates and
indirect cost rates have been used for calculations. This way the information is not confidential.

If JISC requires
exact salaries
these can be provided.

11


De M
ontfort University Architecture
School
:

Dr Ahmad Taki/John Staley (Shared allocation)

RLO consultant:

Dawn Leeder

Bradford College:
John McCallum

Cambridge University:
Peter

Williams


£ 4047.37

£ 4047.37

£ 4047.37

£ 4047.37


£ 4047.37

£ 4047.37

£ 4047.37

£ 4047.37


£ 8094.75

£ 8094.75

£ 8094.75

£ 8094.75

Total Directly Incurred Staff (A)



£
72852.75





Non
-
Staff



TOTAL £

Travel and expenses
: Five meetings:
Month 1, 3, 6, 9, 11

Conference attendance.

£1000

£1000

£ 2000

Hardware/software
: Institutional server, maintenance and webpage
creation of consortium members.

£400

£400

£ 800

Dissemination

£1000

£1000

£ 2000

Evaluation

£600

£600

£ 1200

Other




Total Directly Incurred Non
-
Staff (B)

£3000

£3000

£ 6,000





Directly Incurred Total (C)

(A+B=C)



£
78,852.75





Directly Allocated



TOTAL £

Staff: Dr. Mark Van Hoorebeek

Mid 9 pay grade (40 on pay spine) = £4,137 per month including NI
and SA.

£4,137 ÷ 20 = £206.85 (day rate)

£206.85 x 2.5 (days) x 38
(weeks) = £19,650.75

2.5 days a
week as
principle
in
vestigator
and project
manager.


£19,650.75

Estates (Bradford University £3,421 per year (2010) per FTE)
£3,421 x 0.5 =



£ 1710.50

Other



£ N/A

Directly Allocated Total (D)



£ 21,361.25





Indirect Costs (E)

(University rate (2010) is £38,225 per FTE per year)

£38,225 x 0.5 = £19112.50



£ 19,112.50





Total Project Cost (C+D+E)



£
119,326.50

Amount of Funding Requested



£
47,730.60

Institutional Contributions



£
71,595.90





Percentage Contributions over the life of the project
:
JISC/Academy = 40%

Bradford University/Consortium partners = 60%



Total

100%





No. FTEs used to calculate indirect and estates charges, and
staff included
: Explained in preceding sections

No FTEs








A (ix)
Detailed Project Planning
:
Ev
aluation Plan and work packages

Phase 1: Project Management and evaluation

Deliverables:

Project plan, website, prog
ress reports, interim reports, f
inal report and project wiki

Phase Duration:

Project Months :

1


12

Schedule of
Activities:

Activity:

Date:

First meeting of all consortium members (minutes produced).

Oct
2011

Re iterate roles within project

Oct
2011

Agree project reporting mechanism

D
ec

2011

Define evaluation methodology (with support from JISC

as outlined in para
39 of the bid document
)

J
an

2012

Write final report. Feedback on project and actions taken by senior
university management. Protocols put in place for further expansion of
aims
outlined within the project.

Aug


Sep 2012

Final review and sign off by all consortium members. Review by project
team and senior managers within the university. Institutional working paper
written.

Sep 2012

Phase 2: Dissemination

12


Deliverables:

Regular project reporting

Phase Duration:

Project Months : 2

-

12

Schedule of
Activities:

Activity:

Date:

Project podcast (with VC/Pro VC involvement and endorsement).

Nov

2011

Formally launch project website

and pages on

all consortium partner
sites
. This is already online at:
http://mvanhoor.co.uk/esd/

Nov

2011

Define dissemination mechanisms.

Feb 2012

Regular project update.

Nov 2011


Sep 2012

Institutional awareness raising events.

Jan 2012


A
pr 2012

Phase 3: Needs analysis

Deliverables:

Consortium requirements defined (inc. workflows, metadata standards, preservation policy,
OpenJorum integration and website usability accessibility review)

Phase Duration:

Project Months : 4



11

Schedule
of
Activities:

Activity:

Date:

Define

integration plan with Jorum and OpenLearn

Jun

2012



Aug 2012

Define metadata standards, workflow, IPR, accessibility (including
seeking input from JISC, JISC Legal and Tech Dis.

Jan 2012



Aug 2012

Phase 4:
Enhancement of infrastructure & publishing procedures of consortium members

Deliverable(s):

Enhanced workflow and submission procedures

Phase Duration:

Project Months : 1
-

12

Schedule of
Activities:

Activity:

Date:

Ensure OER Phase I content OER

re purposing

protocols fit the goals
outlined in the call.

Jun 2011


Sep 2012

Meet with JISC project team: One to one review meetings will take
place throughout the project to benefit from the JISC

expertise in this
area and also to ensure that the project is meeting the expectations of
the JISC oversight team.

Oct 2011


Oct 2012

Phase 5: OER

advocacy

Deliverables:

Project promotion and awareness raising across consortium members, search for syne
rgies with
other projects in the pool of funded and previously funded projects.

Phase Duration:

Project Months : 4
-
12

Schedule of
Activities:

Activity:

Date:


Project promotion and awareness raising

across consortium members,
search for synergies with other projects in the pool of funded and
previously funded projects.

Jan 2012


Sep 2012

Identified bespoke learning content in various formats

and EWNI levels
,
including PDF, Flash and HTML from cred
it bearing modules.

Jan 2012


Sep 2012

Phase 6: Publication of
OER

materials

Deliverables:

Metadata attribution, IPR clearance and publication of
content
t into Open Jorum and other
institutional and OER deposit sites.

Phase Duration:

Project Months :
3
-
12


Schedule of
Activities:

Activity:

Date:


Metadata standards agreed within project team
.


Dec 2012


Sep 2012

Preservation, sustainability and exit
policy agreed within project team

(para 33 appendix B).

Dec 2012


Sep 2012

IPR

clearance of third party materials identified for open learning
publication. Determine ownership, contact copyright owners and gain
written permission for reuse under appropriate
creative commons
licence

and utilise the range of detailed advice around the
se licensing
issues.
32

Determine or commission alternative pedagogic solutions as
appropriate when clearance cannot be obtained.

Dec 2012


Sep 2012

Apply metadata to learning materials prior to publication.

Dec 2012


Sep 2012

Seek copyright approval

on items
.

Dec 2012


Sep 2012
33





32

http://www.web2rights.com/OERIPRSupport/
.

Accessed 3
rd

September 2011.

33

Phase approach to work package allocation modified from the Nottingham BERLiN project.