JISC Project Plan Template

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Project Acronym: BISCT Blind Interactive Simulation for Cricke
t Training

Version: 1.0

Contact: B. Zambrini

Date:6 April 2009



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Document title: JISC Project Plan

Last updated: April 2007



JISC Project Plan


Overview of Project

1. Background

This project is a joint submission from London Metropolitan University (lead partner) and Nottingham
Trent University. Each party has separately been developing innovative software applications for bl
ind
learners.


Gamelab London, part of the Faculty of Computing at London Met, has produced a full Maths learning
application in conjunction with BBC (project value £350k) employing an innovative 3D personal audio
environment
-

an environment originally
developed for the defence industry in which using head
related transfer functions the listener can experience a full special surround sound through the use of
head phones


no other hardware is required. This project will be published later this year. The
interactive tools developed for that project are flexible in their use. Gamelab would bring this
environment to this JISC project
-

there are few further development costs involved. Most development
work would be in creating a suitable user interfaces layer
.


Simultaneously and separately Nottingham Trent University have been developing Wii mote access
for blind users. Various interface concepts have been developed in the serious games domain


the
virtual cane being a particular application for blind users.


This project represents an opportunity to bring these two separate innovations together to create an
immersive blind centred virtual space. There is a specific demand for training in Blind Cricket at
London Metropolitan University. This will become a ve
hicle for the creation of a usable interactive
virtual audio space. The space will be sufficiently flexible to allow for adaptation to other applications
elsewhere.
Starting with the two institutions involved in this project, we expect our work to be more
widely adopted across HE in the UK and beyond.



2. Aims and Objectives

This project creates a bespoke digital interactive practice and coaching space for Blind Cricket.



It offers players and coaches an unprecedented autonomy in their control of practice times,
access to facilities for practice, and the design of coaching drills and applications.


The potential for the development of individualised performance is comp
lemented by access
to the collective norms and standards for skill
-
development and match
-
play which are
embedded in the environment along with opportunities to work with coaches and other
players, thereby consolidating Blind Cricket as a community of pract
ice.


The creation of a digital environment with lean but flexible architecture and established Wii UI
to a personal 3D audio environment, allows for technology transfer nationally, internationally and
to other blind sports.





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3. Overall Approach


Initially,

we will integrate the two software environments
-

a relatively straightforward task


as both
environments were developed in Adobe Director. We are essentially applying a new UI to the existing
3D audio space. This is the essential technology pre
-
work.


We will then apply a user centred design approach both for the cognitive and pedagogical
development phases. Evaluation then becomes integral to the development process. We would not be
building a full cricket game… we would be developing an understanding

of cognitive issues and the
range of parameters that will drive an effective interactive virtual audio space.


Our evaluation methods range from formal usability testing in usability labs, field observation and
small focus groups of users. We will have
one user group involved throughout the process. We would
then trial on ‘cold’ groups subsequently.


4. Project Outputs



Integrated Wii driven 3D audio space



Playable download



The project website



Final report for Jisc



Trials for Blind Cricket simulation



Unde
rstanding of cognitive boundaries and usability issues



Use cases for scaling to full applications and domains other than cricket


5. Project Outcome

On conclusion we will have created:

• A specific Blind Cricket orientated exemplar of a scalable learning s
pace applicable across HE in a
range of contexts where kinaesthetic learning styles and ear / hand coordination may be appropriate.

• A ‘space’ that can be integrated into regular learning environments and e
-
learning contexts.

• A generic virtual space whi
ch can be applied in a range of curricular areas to include physics as well
as sports coaching.

We see our work as contributing to JISC’s objectives in the area of Learning Resources and Activities
of creating environments that offer:

• Technology rich phy
sical and online learning teaching and research spaces are accessible and

flexibly designed to reflect an understanding of the learning styles preferences and diversity of their

users;

• A wide range of learning resources is freely available, easily discov
ered and routinely re
-
use

Starting with the two institutions involved in this project, we expect our work to be more widely
adopted across HE n the UK and beyond.


6. Stakeholder Analysis


Stakeholder

Interest / stake

Importance

London Met
University
spor
ts
coaching FD

Since September the University has offered a specific study
route for players and coaches of Blind Cricket on its
Foundation Degree in Community Sport Coaching and
Performance. Besides considering social welfare and
practical coaching issue
s, the degree requires students to
engage formatively with their own performance levels as
players of their chosen sport. We are in contact with a key
development agency for the game (Cricket for Change) and
through them with both domestic and internation
al Blind
Cricket teams. There is a pressing need to offer students
greater opportunities to extend, challenge and reflect upon
The Ear Hand training environment for
Blind Cricketers both increases
opportunities for

practice and liberates

players from the constraints of time,
space, safety and organisation that
practice imposes in more conventional
settings. This, in turn, builds autonomy
into the players’ engagement with the
game and enables them to set
themselves targets for development

that
are less likely to be thwarted by
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their skills and approaches to developing them.


The technology also offers an opportunity to “mainstream”
what is currently a n
iched activity, but being an intrinsically
good game has the potential to engage a wide range of
players with various abilities and disabilities.

dependency upon others.


This offers an opportunity to reverse the
normal flow of inclusive practice and
opens opportunities for a form of reverse
inclusion.

TechDis

The project will demonstrate how to push the bo
undaries of
existing technologies to make them truly accessible and
provide inclusive yet highly engaging content

It offers an opportunity of presenting
inclusive content in a non
-
deficit way

Blind Cricket
Community

Our partners (Cricket 4 Change) are ver
y enthusiastic about
the potential of the Ear
-
hand environment to support
coaching and skills practice within the community of practice
associated with Blind Cricket. They have over the past ten or
so years been key players in the worldwide expansion of t
he
game. This has been in countries and settings where cricket
is played as part of an indigenous sporting culture as well as
others where it is not. The facility of the Ear
-
hand
environment opens up fascinating and significant
opportunities for extensio
n of this work. Moreover, it opens
up opportunities for players in cultural settings wehere the
options available to blind sportspeople can be severely
curtailed.

This offers a portable sports cultural
environment in which players’ learning
can be scaffol
ded in accordance with the
norms of the sport. This offers an
opportunity for the development of a
world
-
wide comity for blind and visually
impaired people through sport.


We feel it is vital that players of the
game are involved in the development,
const
ruction and critical evaluation of the
environment at every stage. This is vital
to ensure both an appropriate course for
development and enthusiastic uptake by
players.

Jisc

The project will demonstrate how to push the boundaries of
existing technologie
s to make them truly accessible and
provide inclusive yet highly engaging content

It offers an opportunity to encourage and
inspire more cutting
-
edge inclusive
projects

Wider HE/FE
community

This is a game that doesn’t restrict access only to visually
-
im
paired users but can be widely accessed by everybody

It offers an opportunity to explore other
learning styles

7. Risk Analysis


Risk

Probability

(1
-
5)

Severity

(1
-
5)

Score

(P x S)

Action to Prevent/Manage Risk

Staffing

1

5

5

Full on
-
going documentation
and
knowledge sharing and use of
scrum methodology.

Usability

1

5

5

Early research/focus groups with
blind cricketers and teachers to
identify game rules, game play and
specific features required for the
blind game. Also teachers and
professional advisors

will be
involved since the early prototype
to identify possible issues before
testing it with sample users

User trials

1

3

3

There will be several sources for
user trials recruitment and also
specific periods will be allocated for
it with sufficient noti
ce and will try
to fit with school terms.

Organisational

1

2

2

Again with the use of scrum
methodologies organisational
issues will be identified on a daily
basis.

Partnership

1

3

3

A formal contract has been done
with Nottingham Trent and also
there wi
ll be knowledge
transfer/sharing at the early stage
of the project to ensure our
developer can continue with the
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development of the prototype

Technical

1

3

3

Regular micro testing of
technology. Again scrum will
highlight issues as and when they
arise and

will allow for
amelioration.

External suppliers

0


0


Legal

0


0


















8. Standards


Name of standard or
specification

Version

Notes

HTML

XHTML 1

As per latest JISC guidelines

PNG

1.2


Javascript

ECMA
-
357ECMAScript
for XML ( e4x)


JP
EG

1.02


MP3


Bandwidth tba


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9. Technical Development


Lingo / director integration of Wii,
Physics and audio technology


The project will utilise 3D physics, using the rapid prototyping tool of Adobe Director as a 3D
environment, together with Havok or Nvidia Aegis PhysX physics engines for a real
-
time 3D physics
engine. It will utilize existing

technology and workflow, as developed byGamelab London, and
development tools (Adobe Director and AM:3D

Xtra) allowing the positioning of 3D sound sources all around you in a real
-
time environment. The 3D
positional audio technology uses "Head
-
Related T
ransfer" functions making it possible to perceive a

sound source in any direction (through headphones)


Interaction will be achieved through the use of Wii controller input fed through the Director authoring
environment/toolset and 3D renderer.


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Wii data

is streamed to the foreground application (the cricket game) from a background C# process.
This has been shown to be highly accurate and effective from previous use in the Virtual Cane
project.



Rapid prototype/UCD


The User Centred Design (UCD) approach

will be applied to the development of this project. This is a
well
-
established methodology of creating successful interactive products and consists of rapid
iterative creation of prototypes throughout the project’s lifecycle.


Rapid prototyping is an ess
ential process in this development lifecycle due to the innovative nature of
the project and therefore, it is a key factor to test the integration of the technologies right at the start of
the development as well as throughout its development lifecycle.


Each iteration is followed by functional testing as well as extensive user trials conducted by usability
experts to ensure product’s quality meets users expectation. Functional testing of the integrated
assets will be done on any sub
-
set of features develo
ped. The process and findings will be
documented on tailored testing forms and a review of findings will be conducted every week. The
reports will be made available to Jisc but won’t be posted on the area for public viewing.



SCRUM


We combine UCD to an A
gile management process tailored for each project we undertake as both
UCD and agile approaches advocate rapid iterative creation of prototypes and multi
-
disciplinary
collaboration.


10. Intellectual Property Rights


PR of output application will be retai
ned jointly by partners. There are third
-
party licences involved.

London Metropolitan University as Gamelab London has exclusive world rights to the licence of the
Director application of the 3D audio engine.

Other third party licences are included in the

development environments in which developers have
unlimited rights.

At the end of this project the IPR of this development will be owned by London Metropolitan
University and Nottingham Trent University jointly with AM3D, the licence holders of the origin
al 3D
audio engine.

Project Resources

11. Project Partners


There are two project partners:


London Metropolitan University


Gamelab London and the Faculty of Humanities, Arts, Languages
and Education (HALE)


Nottingham Trent University


Department of C
omputing within the Faculty of Science and
Technology



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A consortium agreement letter which is currently being processed will be signed in early May 2009.

12. Project Management


The project will be ‘deconstructed’ at the start in a meeting where all the p
eople listed here below will
revise each output or objective set and define subsets of outputs. Once the outputs or features will be
prioritized, the development team will need to define and commit to the development and delivery of
tasks and sub
-
tasks. Th
e project manager will chair this process. She will be responsible of the
creation of the project planning by dividing the features and tasks in small ‘packets’ or sprints that can
be delivered in rapid iterations, usually 2 weeks period.


Every morning th
e team will engage in short SCRUM meetings where they will need to report to the
project manager their progress and define their daily task on the current sprint (portion of
deliverables). This will enable the project manager to closely monitor the develop
ment, identify issues
and assess the pace of development against the project timeframe.


The project manager will run also a meeting at the beginning of each sprint (every 2 weeks) to review
and commit to the specific tasks and also a sprint review meeting

at the end of each sprint where the
team has the opportunity to reflect on the achievements and allow for some creative brainstorming.


Martin Wright
-

Gamelab London, London Metropolitan University

Role: concept development; producer


David Blundell


Lo
ndon Metropolitan University

Role: field studies; user testing; dissemination


Richard England
-

Gamelab London, London Metropolitan University

Role: developer of 3D audio game environment



-

Gamelab Lon
don, London Metropolitan University

Role: delivery manager


Simon Schofield



Nottingham Trent University

Role: integration of technologies co
-
ordinator


Steven Battersby


Nottingham Trent University

Role: developer on the use of Wii interface


13. Progra
mme Support


We would welcome critical input from JISC both in terms of our project development by reviewing
progress on specific milestones for subsequent dissemination from a JISC perspective.

14. Budget

See appendix A

Detailed Project Planning

15. Workp
ackages

See appendix B

16. Evaluation Plan


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Timing

Factor to
Evaluate

Questions to Address

Method(s)

Measure of Success

Mid May
09

Work package 1


introduction of
project to student
trialists



Objectives for
programme;



Trial timetable;



Evaluation
methodol
ogy

Group meeting

Engagement of trialists/client
evaluators

June/July
09

Work package 2

basic tests



Operation of
technology




Session by
session
briefing



Post
-
session
de
-
brief (single
and grouped)



Set up
post
hoc

reflections
by triallists and
developers v
ia
Twitter



Reflective blog
compiled by
pedagogical
developer



Triallists feedback in
de
-
briefs and via
Twitter or similar
(this depends on
what our target
audience feels more
confortable with)



Evaluation and
assessment that
draws upon
following theoretical

areas and
resources:

1. multimedia as a
cultural context for
learning, drawing on
Vygotskyan ZPD
etc.;

2. sport coaching
and visualization;

3. the Social
Construction of
Technology (SCOT)
approach;

4. Lave and
Wenger’s work on
Communities of
Practice
and
apprenticeship
learning.

July 09

Work package 3


basic “throw and
hit” tests



Authenticity of
experience



Initial assessment
of applicability and
potential
applications



extensibility

Process aspects for data
gathering as above



As above


continued
co
mpilation and reflection on
data and emerging
questions/issues.



Sept


Oct
09

Work package 4


trial of full
environment



understanding the
relationship
between game
-
playing and
coaching
potentialities of the
environment



exploring
possibilities for
exten
sion to other
dimensions of the
game, other
sporting activities,
other contexts
where enhanced
aural sensing
might be
beneficial.

Trials with students to
evaluate the
modifications made
following initial trials in
Workpackages 1, 2 and
3




Extension of ev
aluation
group to include England
Blind Cricket Team
(focus group evaluation)



Agile and early
response to EBCT
assessments and
evaluations. (these
are key stakeholders
for the acceptance
of the environment
in coaching the
sport.




Demonstrations to
wider c
ommunity of
practice(s) beyond
our evaluators and
triallists

Nov 09


March 10

Work package 5
-

dissemination



Has the
environment
gained acceptance
as amongst
players and
coaches in the
Blind Cricket
community?

Building network links
and interest amongst
appropriate academic
communities, via papers,
conferences in the
following domains:

Software development;
disabilities and access;


A series of papers
addressing the key
domains entailed in
the work;



Acceptance by
wider
audiences.

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How is the
applicability of the
environment
construed by
stakeholders?



How can we build
a wider academic
community around
the development of
this work and its
potential?



What further
developments,
extensions and
technological
transfers can be
achieved?



Are there
significant social,
academic and
inte
llectual
possibilities
opened up for this
group of learners
in HE?

sport science
and
coaching; technology
enhanced learning
(TEL).


Demonstrations and
engagement with non
-
academic media and
agencies


World Blind
Cricket Council; RNIB;
BBC’s “In Touch”.






17. Quality Plan


Output


Timing

Quality
criteria

QA method(s)

Evidence of
compliance

Quality
responsibilities

Quality tools

(if
applicable)

June 09

Cognitive

User trials after
first integration of
prototype

Findings from
formal
user trials



June/July
09

Authenticity

User trials after
first integration of
prototype

Findings from
formal user trials



July 09

Playability

User trials on
improved
prototype

Findings from
formal user trials



Sept 09

Deliverability

Functional testin
g
and user trials

Findings from
accurate
functional testing
and formal user
testing



Sept/Oct
09

Usability

Iterative user
trials


small but
frequent trials
that will feed
back directly to
the developers to
refine/improve
product for next
trail.

Findings

from
trials demonstrate
the product is
intuitive and
meets users
expectations

















Furthermore, daily SCRUM meetings with all parties involved will allow the monitoring of progress and
identify issues in the development lifecycle as soon as
they arise.

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18. Dissemination Plan


Timing

Dissemination Activity

Audience

Purpose

Key Message

May 2009

1.

Hands
-
on playing
and coaching
experience for
development team.



2. Development


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19. Exit and Sustainability Plans


Project Outputs

Action for Take
-
up & Embedding

Action for Exit

Playable game for free
down load

Make available as download

Make available and publicise
through well established

contacts

Supporting website and
user blog

Create site and blog as focus for
interest and around which community
of practice can coalesce.

Make available and publicise
through well established
contacts

Official high
-
prestige Roll
-
out

Event organisation w
ith key partners’
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Project Outputs

Why Sustainable

Scenarios for Taking
Forward

Issues to Address

Community of
committed users of
th
e Blind Cricket
game

A unique and
compelling game
system that can
adapt in user
-
led
directions

Elaborating practices, drills
and skills available within
the environment


t桩s
灲潣敳s敤 by 灬ay敲e 慮d
c潡c桥s⁡ 搠dh敩r
i摥湴nfie搠牥d畩r敭敮瑳.

b湧慧敭敮t

潦⁰ ay敲e
慮搠do慣桥s⁦rom⁡
敡rly⁳瑡t攠e漠慳s畲攠
異瑡t攠e湤
慣c数瑡tc攮†t敢′ 〠
敮vir潮m敮瑳⁣慮
s異灯r琠t桩s


扬潧gin本g
qwi瑴tr 整e.

䍯湴i湵慬 畳敲e
f敥摢慣k⁶i愠a慣攠e漠
f慣攠eomm畮ity⁡ 搠
扬og


to畬搠d敥搠d湴n⁦畲瑨敲u
摥v敬潰m敮瑳

b湧慧敭敮琠teyon

瑨t Bli湤 䍲ick整e
comm畮ity ⁰牡 tic攮

䍯Cm畮ity
commi瑴t搠ds敲e
瑨t Bli湤 䍲ick整e
条me

A⁵ iq略 慮搠
com灥lli湧⁧ m攠
syst敭⁴ 慴ac慮
慤慰琠t渠ns敲
J
le搠
摩r散瑩潮s

bla扯r慴in朠gr慣tic敳ⰠIrills
慮搠dkills⁡vail慢l攠睩瑨i渠
瑨t⁥湶ir潮m敮琠


t桩s

潣敳s敤 by 灬ay敲e 慮d
c潡c桥s⁡ 搠dh敩r
i摥湴nfie搠牥d畩r敭敮瑳.

b湧慧敭敮琠tf⁰ ay敲e
慮搠do慣桥s⁦rom⁡
敡rly⁳瑡t攠e漠慳s畲攠
異瑡t攠e湤
慣c数瑡tc攮†t敢′ 〠
敮vir潮m敮瑳⁣慮
s異灯r琠t桩s


扬潧gin本g
qwi瑴tr 整e.

Appendixes

Appendix A. Project Budge
t

Appendix B. Workpackages