Progress Report Template

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Nov 18, 2013 (3 years and 8 months ago)

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Higher Education Academy/JISC Open Educational Resources Programme



Page
1


Progress Report Template


Project Name

ALTO University of the Arts London

Project Website

http://www.arts.ac.uk/alto/


Report
compiled by

John Casey

Reporting period


Sept

2010


Feb 2011

Section One: Summary


The
ALTO
project has been progressing successfully toward achieving objectives set despite a delay
in
starting

substantial work on t
he project until November 2011
due to

time needed to

recruit
the project team
.

The project team set the institutional context early by holding a ‘benefits realisation workshop’ with key UAL
s瑡t敨潬摥rs
; this has resulted in a set of simple ‘statements of principle’, which should provide a

s潵湤
f潵湤慴i潮⁦潲⁴o攠er潪散琠t
http://blogs.arts.ac.uk/alto/files/2010/11/ALTO
-
Presentation2.pdf
)
.


A

plethora of

UAL resources have been identified
for possible deposi
t into the repository
and are in the
process of being evaluated for IPR content and reworked into suitable formats for OER distribution.
Of
particular note is the identification of an entire undergraduate degree course for conversion into OER/OCW in
an end
angered subject area. There is also potential for this particular content to be developed in partnership
with a College just starting a programme in the subject area and will serve as a test case for a model of
OER/OCW
co
-
creation that will be useful for
UAL and the wider community.


A design for the customised version of the EdShare system together with a metadata schema has been
developed and agreed with the suppliers at Southampton University and is due for delivery in mid March.
The
importance of the

visual presentation of OERs has also become apparent in conversations with UAL staff and
the limitations of repository software to present resources in a way that would be appealing to UAL’s academic
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-
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allow
瑨t⁴敡m⁴ ⁦潣畳 ⁳畳瑡t湡bilit
y 潦⁁䱔l⁡ 瑥爠瑨t⁳整e潢j散tiv敳⁨ v攠扥e渠nc桩eve搮d





Section Two: Activities and Progress



Higher Education Academy/JISC Open Educational Resources Programme



Page
2



WP1 Project Set Up


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Section Three: Institutional & Project Partner Issues

Higher Education Academy/JISC Open Educational Resources Programme



Page
3


ALTO
does not have any formal project partners. W
e have made external collaboration a key part of the
project and are in the process of getting agreement from 2 institutions to be involved in OER creation with us.
Individuals from
Bath Spa University a
nd
University College Falmouth incorporating Dartington College
of Arts

sit on the Project Board and potential for further collaboration
with the institutions
have been
identified
.
The
HEA ADM Centre is also a key partner and advisor on the project as outl
ined in the initial
project application.


F
ocussed project collaborations are also underway with the following:




De Montfort University Leicester:

VAL project (OER Phase 1) and Scooter OER Phase 2 for
their work on web reporting, user tracking and search engine optimization,
Google Analytics,
& Sustainability



The Open University:

Critical friend for sharing and reuse,



Irish National Digital Learning

Resources (NDLR) Service:

Critical friend for community
engagement and development



University of Plymouth:

evaluation buddy to work with the
programme managers and
evaluators.



Leeds Metropolitan University:

Embedding, Sustainability and Policy Development

(Unicycle
project from Phase 1)



Institute for Research and Innovation in Social Science (IRISS), Scotland:

Critical friend Free
and Open Software Management, Development and Evaluation.


Institutional Context

The project is being implemented during a tumultuous and uncertain time in the HE sector, particularly for
institutions like UAL specialising in arts and humanities. The financial strain and anticipated further changes to
our provision mean some staff are

reluctant to engage in discussion regarding OER creation and reuse.
Despite this environment and reluctance by a minority, interest has remained high and many have engaged,
agreeing to create and share their resources.
IPR issues, as expected, are an im
portant part of the project
and
the ALTO team are working to produce
procedures

to address these.

Institutional policy is also
being
revised
as a direct result of ALTO.



Section Four: Outputs and Deliverables

Higher Education Academy/JISC Open Educational Resources Programme



Page
4



An important early output is a clear and short set of ‘statements of principle’ that provide a rationale for
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.


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http://blogs.arts.ac.uk/alto/files/2010/11/ALTO
-
Presentation2.pdf




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-
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/
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敡摩湧
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central web site and distributed web ‘feeder’ sites), IRISS (Drupal). Of course the term repository
c慮
扥
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慣瑯牳⸠.
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bdp桡reⰠ
愠aa湯nic慬⁲数潳i瑯ry⁳ys瑥t
.

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i瑳⁰ 慣攠e渠nhe

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i湦潲o慴a潮⁲敳潵rc敳 ⁴h攠ep敮 睥戮 A⁨igh
-
level⁴ c桮ic慬⁡牣桩t散瑵牥t
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瑯t潵r⁣潭m畮ity i渠n敲es 潦⁤ si杮 慮d
f畮c瑩潮慬ity 桡s

扥敮⁤敶敬潰e搠d湤⁡cc数瑥t⁢y⁴桥 灲潪散琠
扯慲搮

T桩s⁩s⁳敥渠瑯tb攠ess敮瑩al⁩渠n畴ur攠ero潦i湧 A䱔l.





Section Five: Outcomes and Lessons Learned

Higher Education Academy/JISC Open Educational Resources Programme



Page
5



E湧慧敭敮琠wi瑨tOE删R慮⁢ ⁡⁰ 睥wf畬⁤物v敲⁦潲o
lear湩湧 慮搠develo灭敮t

慳⁴ 攠er潣敳s
r敳潵rc攠er敡瑩潮⁲敱畩r


r敦l散瑩潮 潮敳

t敡chi湧 慮搠灲潦敳si潮al

灲慣tic攮e
Wh敮⁤ 湥 by慮y
i湤ivid畡ls 慣r潳s⁡ 摥p慲am敮琬⁣潬l敧攠er⁵湩v敲eity⁴桩s⁣慮
l敡搠do⁢牯 摥r⁣ult畲慬⁣桡湧攮e⁉渠
慤di瑩潮Ⱐ慳⁨ s⁢敥渠evide湴ni渠nt桥r⁩湳瑩瑵瑩潮s⁡ 杲敳sively 畮摥r瑡ti湧⁏E删cr敡瑩潮Ⱐ
c
潬la扯r慴io渠nn搠d桡ri湧 wi瑨tt桥 數瑥牮tl w潲l搠da渠nr敡k⁤ 睮⁩湴nr湡l 扡rri敲e by慫i湧⁴ 敭
s敥m

i湳i杮ific慮t⁩n⁴ e⁣o湴
數琠t灥ni湧⁵ 潮敳⁰牡 瑩c攠eo⁴ e w潲od
. A central ‘official’ place to
s桡r攠en搠d瑯牥⁏b剳ik攠e䱔l⁣慮⁡ s漠杩v攠慮 i湳瑩瑵ti潮al⁥湤潲o敭敮琠瑯⁴桩s⁣畬瑵牡t⁣桡n来.



As t敤⁥慲ai敲Ⱐeey⁲e慳潮⁕A䰠睡w⁩n瑥牥t瑥t⁩渠n畲u畩湧⁏E删Rr敡瑩o渠n湤⁲敵se

i湳瑩t畴u潮ally
睡w⁴ 攠灲潬if敲慴eo渠nf潣ally⁣r敡瑥搠d湤 畮s異灯r瑥搠d潯ls/we扳i瑥t⁦潲⁰o敳敮ti湧 le慲湩湧⁡湤
瑥tc桩湧⁲敳o畲u敳⸠⁁䱔O 桡s 敤e搠d漠瑨tr敦潲攠慤摲敳s⁨ w⁡ c敮瑲al f敲⁳i瑳⁩渠牥n慴a潮⁴漠
瑨ts攠er慳sr潯瑳 摥v敬潰m敮瑳⁡ 搠wh慴aad
di瑩潮al⁢e湥fi琠ttay f敲⁴漠瑨攠e潭m畮ity.


F潣畳i湧
潮⁡湤⁳異灯rti湧 瑨t 灲潦敳si潮慬⁤ velo灭敮琠ts灥c瑳 ⁏E删Rr敡瑩潮
s敥ms 攠e湳睥w
⸠.
A湯t桥r is

瑯tp潳iti潮 i瑳elf⁡ ⁡ ⁡湳w敲⁴漠愠aro睩湧 摥m慮搠d潲⁡潲攠o敮瑲慬 慰灲p慣栠h漠
i湦潲o慴a潮慮慧敭敮琠瑯⁧ i渠nffici敮cy 慮d⁥ f散瑩v敮敳s⁩n⁴ is⁡牥愮†



䥐删iss略s
慲攠a⁣桡lle湧e 慳⁴ ey⁡牥 来湥r慬ly
i渠nEⰠ睩t栠how敶敬s ⁡睡w敮ess⁩渠n瑡tf⁡ d

s瑵t敮瑳
.

I
湴n杲慴g湧⁴桩s i湴漠on摥r杲慤畡t攠e摵c慴i潮 慮搠灲潦敳si潮al⁤ velo灭敮琠t潲⁴敡oh敲e
(灥r桡灳⁴桥 PG䍥C琩⁡牥 o扶i潵s⁲敭敤i敳⁡湤 睥o潫 f潲o慲摳⁴ ⁣潬l慢潲慴o潮s⁷ 瑨t
U湩v敲eity
䍯Cl敧攠䙡lm潵瑨ti湣潲o潲慴on朠䑡rtin杴gn⁃ lle来 潦⁁r瑳 wh
漠慲攠a敶敬潰i湧 a

㌰⁣r敤it



level
m潤畬e

in⁴ is⁡牥愮
䥴⁩s 灯ssi扬攠e桡琠瑨ts⁴yp攠ef潤畬攠eo畬搠di琠t湴n 潵r⁳潯渠no⁢ valid慴a搠dP䐠
fram敷潲o f潲⁁o慤敭ic⁐r慣瑩c攠e渠nrtⰠ䑥,i杮 慮搠C潭m畮ic慴a潮⸠.
One ‘stand out’ lesson in the
灲潪散琠ts⁴ a琠
潦⁴ 攠摩ff敲敮e攠e整睥w渠nolicy⁡湤 im灬e

湴nti潮.
As⁩s⁴ypic慬 慣r潳s⁴ 攠e散瑯爬⁴
h攠
啁䰠im删灯licy is
r潢畳t

扵琠t潴o睩d敬y湯w渠nr

畮d敲s瑯td

by⁴桥 慣慤敭ic⁣omm畮ity⸠.



A湯t桥rey⁡ p散琠tf⁴ 攠pr潪散琠t湨敲敮琠i渠i瑳⁳瑡tfi湧⁤ sig渠ns⁴桥 畳攠
潦⁣潬l敧攠e潯r摩湡t潲o⁡
‘fieldworkers’
灲潶i摩湧
愠air散琠ti湫⁴ ⁦r潮琠tin攠ee慣桥rs⸠.
T桩s⁨ s⁡ ways⁢敥渠n潭整ei湧⁴ 攠e敮瑲攠
f潲⁌敡r湩n朠g湤⁔敡c桩湧 i渠nr琠慮搠䑥aig渠⡃䱔A䐩 桡s⁥ 摥avo畲敤⁴漠o漠o渠nll 慳灥c瑳 ⁩瑳 w潲o
扵琠t慳 t⁢ 敮⁦畮de
搠d漠畮摥rt慫攠e漠o⁳i杮ific慮琠tx瑥t琮†T桩s⁰牯 散琠tllowe搠畳⁴ ⁥ plici瑬y
摥sig渠nn搠d畮搠d桩s⁡灰ro慣栠h漠ou灰潲琠ob删oel敡s攮e
T
桥⁰牯 散琠t慮慧敲⁡n搠d潯r摩湡t潲o
s灥湤
愠a慪潲楴y 潦⁴ 敩r⁴im攠
w潲oi湧 睩t栠h湤ivi摵慬s⁡湤 杲g異s 瑨t 杲潵湤⁴漠o
el瀠t桥m⁳桡r攠e湤
r敦l散琠t渠nh敩r⁲敳o畲u敳⁡湤⁰牡 tic攠⡥e灥ci慬ly⁩渠nh攠e潮瑥t琠潦⁣潬la扯r慴iv攠le慲湩n朠g敳i杮)
.


T
桩s
桡s⁡ l潴oi渠n潭m潮⁷ 瑨t整桮潧r慰hic慬 慰灲潡c桥s⁴漠o畣c敳sf畬⁳潣io
-
瑥t桮ical⁳ys瑥ts
摥v敬潰m敮琠ts⁡ v潣慴敤 by bdi瑨t䵵mf潲
搠d湤⁅瑴ie湥 t敮来r⸠.桥⁁䱔l⁴ 慭⁡牥⁰牯 idi湧
val畡扬e

si杨瑳

from their ‘fieldwork’ giving CLTAD
tim敬y⁡湤⁲eleva湴ni湦潲o慴a潮

r敧慲摩湧

灲慣瑩c攠
畮摥rt慫敮
慮搠do湤i瑩潮s
敮c潵n瑥牥t⁢y⁦r潮琠ti湥⁴ 慣桩n朠g瑡tf
⸠T桩s⁣潭扩湡瑩潮 ⁡ ⁏b删
r数潳i
tory system with attached ‘fieldworkers’ collaborating with front line teachers while also working
睩瑨t愠a敮瑲al 敤畣慴io湡l⁤敶elo灭敮琠t湩t⁣潵l搠drovi摥⁡ m潤敬⁦潲⁡渠nc潮潭ic慬ly⁳畳瑡i湡扬e
m敡湳 ⁥ 桡湣in朠gd畣a瑩潮慬 摥vel潰m敮琠trovisio渠nn⁈
i渠愠aim攠ef⁡ s瑥物ty.





Section Six: Evaluation

Higher Education Academy/JISC Open Educational Resources Programme



Page
6



T桥 m扥r⁡ 搠牡湧攠ef⁰潳si扬e⁲敳潵rc敳⁩s⁳瑲iki湧⁡ ⁩s⁴ 攠e敭慮搠d潲⁶i摥o⁢ s敤⁲敳o畲u敳



T桥⁩摥湴ifi敤⁲敳潵rc敳 will 敤⁣o湳i摥r慢l攠牥睯wki湧⁴ ak攠e桥m⁏E删R敡摹



䥮I潲m慬⁩湴敲eiews
h慶攠e潵湤 愠a慲来ly 灯sitiv攠e湤 of瑥t⁥ 瑨畳i慳tic⁲敳灯湳攠睩瑨tm慮y⁳瑡tf
sayi湧⁴桥y wo畬d⁳桡r攠e桲潵杨⁁䱔O c攠i琠is⁵ 慮搠牵湮ing



T
桥r攠er攠e⁧牯睩n朠g畭b敲e⁥ 慭灬敳 ⁳瑡tf⁣r敡瑩湧⁲敳潵rc敳⁥ 灬icitly⁴ ⁲敤畣攠e桥⁲e灥ti瑩ve
慳灥c瑳 ⁴
桥ir 睯wkl潡摳


瑨is will 扥 ⁩湴nr敳琠t漠o桥⁰牯杲慭m攠



T桥⁰牯灯s敤 數瑥牮tl⁣oll慢潲慴io湳⁴ ⁣r敡ti湧⁏ERs⁡牥⁢ i湧 睥ll⁲散eiv敤


敳灥cially i渠ni湯rity
慮搠敮d慮g敲敤⁳u扪散瑳

慳 瑬i湥搠d渠n散瑩潮″



T桥⁳異灯r琠t湤⁴牡ini湧⁦潲⁴桥oc潯rdin慴ar
s⁴ 桥l瀠pt桥r⁳瑡tf⁩s⁰牯 i摩n朠g潤敬⁡湤⁴敳瑩n朠
杲潵g搠d潲⁷潲ks桯灳⁡ 搠dr慩湩湧⁲敳o畲u敳慴敲⁩渠nh攠er潪散琠t潲⁷楤敲⁲潬l畴ui渠n桥⁕ L



T桥⁰牯 散琠m慮慧敭敮琠t慳⁢ e渠n畣c敳sf畬⁩渠n畬lin朠g桥⁰牯 散琠t慣k ⁴牡 k⁡ 瑥爠愠t慴攠e瑡牴㬠t桥
2
-
m潮瑨t數瑥tsio渠
will⁨ lp⁩渠敮s畲u湧⁳畳瑡i湡扩lity a湤⁥ 扥摤i湧 A䱔O⁩湴漠ons瑩瑵ti潮慬 灲潣敳s敳
慮搠灲慣瑩c敳
⸠A琠瑨攠eome湴n瑨攠eu摧e琠ts渠nr慣k⁴ ⁤ liv敲⁡ll⁴桥慪潲畴o畴u⁷ 瑨i渠扵d来琠慮d
睩瑨i渠n桥 灲潪散琠瑩m敦rame



T桥⁰牯 散琠m慮慧敲eis
collaborating with his ‘evaluation buddy


in⁐lymo畴u
.

B潴栠hn搠do瑨th慶攠
found this useful and intend to extend their collaboration to evaluate each other’s staff development
杵i摥s⁥ c.



Section Seven: Dissemination

To date the project has had a
relatively low profile in the UAL in terms of formal dissemination events although
that will change shortly, interestingly the word of mouth effect amongst staff has been quite effective to date.


The project is presenting a poster at the Irish NDLR fest o
n the 23 March

http://www.ndlr.ie/services/ndlrfestannualshowcase



The project has had a paper accepted for a poster presentation at OCW 2011

http://conferences.ocwconsortium.org/2011/cambridge/at
-
a
-
glance.html


The project has had two papers accepted for OER11:

1


(cull 灡p敲e
䥮fid攠併琺e䱩湫i湧⁏b剳⁴ 灲潦敳si潮慬⁤敶敬潰m敮琠t湤湯睬e摧攠e慮慧敭敮琠
慣瑩vi瑩敳

http://www.ucel.ac.uk/oer11/abstracts/1122.html

2


T桥⁡牴 潦⁳畳瑡t湡扬e⁥湧慧敭敮琠睩瑨⁏b剳

pym灯sium

(s桯r琠t慰敲e

http://www.ucel.ac.uk/oer11/programme_day3.html



ALTO Project blog
-

http://blogs.arts.ac.uk/alto/



ALTO Project Twitter feed
-

http://twitter.com/altolondon



Rationale for ALTO
http://blogs.arts.ac.uk/alto/files/2010/11/ALTO
-
Presentation2.pdf




Section Eight: Issues an
d Challenges



A渠im灯r瑡t琠tss略 敡rlyn攠e慳⁢敥n⁦i湤i湧 愠a潮vinci湧⁲慴io湡l攠e潲⁩nvolv敭e湴ni渠n䱔O⁴ 慴a
s慴asfi敳⁴ 攠摩ff敲敮琠e瑡t敨潬摥r⁧牯異s w攠瑨i湫⁷攠桡v攠e潮攠瑨ts 慮搠d敥l⁴桡琠tiv敳⁴桥⁰牯 散琠愠
muc栠hirm敲e
i湳瑩瑵ti潮al
f潵湤慴i潮



䥐删iss略s⁡ 搠d潮f畳i潮⁡r攠e渠im灯r瑡t琠t桡lle湧e⁡湤⁁䱔O
桡s
灲散ipi瑡t


a⁰ licy⁲eview



䑥D敬o灩湧⁡⁣慳攠e潲⁳畳瑡tn慢l攠e湧a来m敮琠wit栠hE删R渠n 瑩m攠ef⁡ s瑥物ty



Higher Education Academy/JISC Open Educational Resources Programme



Page
7

Section Nine: Collaboration and Support


We are fortunate to have collaborations
already in place as described above. What might be useful
are

regional informal workshops for OER projects and interested parties
.

A

number of people remarked that what
was good about the January programme meeting in Birmingham was the simple but valuable
sharing of
experiences in what for many people is a new area



Section Ten: Financial Statement

In this section you should detail the expenditure of the project so far. Against the budget headings you should
set out the expenditure for the reporting
period, noting any significant over/under spend giving reasons for this.
You should also state the total expenditure to date against each budget heading. The table below is designed
to help this reporting process. Additional budget headings may be added to

fit an individual project’s budget.
Projects may find it more appropriate to use a spreadsheet to report financial information.



Total Grant


£250,000

Duration of
project

1 year (with 2 month
extension)

Reporting
Period

Aug 31


Feb 16


Budget
Headings

Total budget
allocated

Expenditure this
reporting period

Total expenditure
to date

Further information

Project
Staff

£
157,701

£
44,632

£44,632

Project staff not employed
until 2 months after start
date of project
. The agreed
2 month extension
addr
esses the under spend
here

Staff involved in
evaluation

£12,145

£0

£0

A majority of this has been
committed to fund the
external evaluator

Travel &
Subsistence

£12,
000

£

2,005

£

2,005

Almost all

of this is now
committed to upcoming
conference attendance for
dissemination as outlined in
section 7

Equipment

£28,
890

£33,003

£33,003


Dissemination
activities

£15,
500

£

558

£

558

It was projected a majority
of this would be spent in the
latter part

of the project as
this will occur after the set
up the repository

Other (please
specify)

£3,
000

£ 1,020

£ 1,020

Recruitment Costs
(Advertising and Travel)



Checklist:

Before you return this report:



-

Done
-

Ensure that your project webpage on the HE
Academy or JISC site (depending on
which organisation is managing your programme) is up to date and contains the correct
information. Attach details of any required amendments to this report. Project webpages
are linked to from:

o

http://www.heacademy.ac.uk/oer

or

Higher Education Academy/JISC Open Educational Resources Programme



Page
8

o

http://www.jisc.ac.uk/oer



-

Done (Workpackage dates changed and highlighted in yellow)
-

If there have been any
changes to the origin
al project plan and/or work packages, ensure that amended copies of
the relevant sections of your project plan are attached to this report.