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Project Identifier: ExeterCascadeVersion: FinalContact: [email protected]: 28/11/11
JISC Project Plan
Project Information
Project Identifier To be completed by JISC
Project Title Exeter Cascade project
Project Hashtag #exetercascade
Start Date 01/08/11 End Date 31/07/13
Lead Institution University of Exeter
Project Director Elisabeth Dunne
Project Manager Elisabeth Dunne/Helen Beetham
Contact email [email protected]/[email protected]
Partner Institutions None
Project Webpage URL http://blogs.exeter.ac.uk/cascade/
Programme Name Developing Digital Literacies
Programme Manager Paul Bailey
Document Information
Author(s) Helen Beetham
Project Role(s) Joint Project Manager
Date 28/11/11 Filename ExeterCascade_project_plan_FINAL.doc
URL If this report is on your project web site
Access This report is for general dissemination
Document History
Version Date Comments
Draft 29/09/11
Final 28/11/11 After comments from Paul Bailey and Sarah Knight
Page 1 of 19Document title: JISC Project Plan TemplateLast updated: Feb 2011 v2.0
Project Identifier: Version:DraftContact:[email protected]:29/09/11
Table of ContentsNB : This table of contents ‘auto-populates’ - to update the table of contents – place cursor in the table of contents, right-click your mouse, click ’update field’, select appropriate option
1. Project Overview................................................................................................................................ 32 Project Resources............................................................................................................................ 133 Detailed Project Planning................................................................................................................. 15 Appendices......................................................................................................................................... 19
Page 2 of 19Document title: ExeterCascade_project_plan_FINAL.docLast updated: 15/11/11
1. Project Overview
1.1 Project SummaryThe Exeter Cascade Project will support the development of students and staff through a focus on the use of digital technologies in research and research-like learning. The project builds on the University of Exeter’s strengths in research led teaching and in involving students as 'change agents' in design and delivery of the curriculum. Exeter already has some experience of engaging Postgraduate Research Students to cascade skills and, following a careful audit of current practices, this approach will be refined for the specific cascade of digital literacies. PGRs have been chosen as the group likely to have the most substantial impact at Exeter, both through their influence on peers, supervisors and academic colleagues as early career researchers, and through their role as Graduate Teaching Assistants and research mentors to undergraduate students.
Postgraduates will have opportunities to develop their own skills and they will also have access to a newly accredited training programme which will focus on how to cascade these skills to others. As well as enhancing their own research and teaching, they will be embedding the activities of the project into their departments. These activities begin with auditing current practice in the use of technology for research and teaching. Examples of good practice will be identified, along with areas where digital literacies need to be carefully addressed. Opportunities to embed a digital literacies agenda into other initiatives will be explored. Authentic research-like activities will be developed for piloting in undergraduate modules across our five Colleges, both in areas that have a track record of innovative practice and in areas where specific learning challenges have been identified.
A purpose-designed Exeter Digital Literacy Framework will underpin the project, and help us in refining our approaches. The University will use the outcomes of this project to develop institution-wide models for student skills and graduate employability, with digital literacy as a cornerstone. Several organisations have agreed to work with us in piloting and disseminating outcomes including the ESRC SW Doctoral Training Centre at Exeter, Bristol and Bath Universities, Vitae and ALDinHE.
1.2 Objectives
Objective Timing Measurement/KPIs
To review the use of digital scholarship by staff and students in different disciplines, highlighting specific challenges.
Generic and Humanities: by end Jan 2012Other Colleges: by end April 2012
Report meets quality standards of JISC programmeReport supports detailed planning of interventions for remaining WPs
To design, implement and evaluate research-rich initiatives in five Colleges that illustrate what digital scholarship means in Exeter’s strategic contexts (Table 1) and what counts as a digitally literate research professional.
By August 2012
Five case studies employing evaluation measures/KPIs as agreed with programme evaluation expert (but to include):Staff and students acquiring digital skills and capabilities to undertake research, maintain their status via digital means and compete effectively with their peers.
To identify in each College: i) one example of ‘good practice’; ii) one example of ‘troublesome practice’, and to evaluate the changes in practice which result from project interventions
Humanities: by August 2012Other colleges: By July 2013
Ten evaluated case studies employing evaluation measures/KPIs as agreed with programme evaluation expert (but to include):evidence of practice change evidence of digital capability being developed
To provide professional development for staff and postgraduate students across the University and ensure that they can actively and confidently contribute to the development of digital scholarship in their own practice and that of others.
By July 2013 and ongoing
At least six PGRs working as change agents in their own academic contextsEvidence of their personal and professional development ('learning journeys')Evidence of their impact on the digital literacies of others in their context of work.New Researcher Development Online materials, piloted and used by at least 50 participants, embedded at Exeter and cascaded to Bath and BristolRefinements to existing LTHE/PCAP materials, available to at least 40 participants/yearNew materials delivered in collaboration with the Careers service to at least 150 students, to support students' emerging digital identities, reputation, and professional networking.
To further develop the Exeter Digital Literacies framework, embed it into ongoing institutional initiatives, and raise the awareness of staff and students.
01/08/13 Evidence of impact on institutional initiatives Evidence of impact on College activities in all five CollegesNew digital literacy 'assessment and action planning' materials, developed collaboratively with the SEEDPoD project
To develop and embed a strategy for digital literacies/scholarship into all levels of research at the University.To develop improved understanding at senior management level of the need for, and effective use of, digital literacies to maintain institutional targets for national and international recognition.
01/07/13 A digital scholarship strategy, available to project partners.Senior staff backing the strategy with commitments shown through documentation, action, and/or funding.
To contribute to the development of national frameworks and models for digital literacy
01/07/13 Evidence of collaborative working with ALDinHE, Vitae, the SW ESRC Doctoral Training Centre, and other external bodies.
To ensure that the newly built technology-rich environments are used effectively to promote a research ethic underpinned by digital literacy.
April 2012 (initial report feeding into e-learning strategy)August 2013 (evidence and examples)
A report on the affordances of the new physical and virtual learning spaces in the Exeter FORUMEvidence report has had impact on e-learning strategy (in development)Evidence of actual change in use of space by staff and students across the Colleges
To evaluate, collate and communicate project outcomes as specified in the work plans
01/08/13 Reports satisfy JISC programme managers and expert support teamFindings are accepted in peer reviewed publications and journals.
1.3 Anticipated Outputs and Outcomes
Output / Outcome Type(e.g. report, publication, software,
knowledge built)
Brief Description
Report A publicly-available report of the baseline context.Project plan (iteratively updated) A detailed project plan showing how audit outcomes will be used
to underpin purpose-designed and context-sensitive interventions.
Personal case studies/learning journeys
At least six personal case studies/learning journeys of individual PGRs acquiring the necessary digital skills and capabilities to be effective C21st scholars along with evidence of the impacts they have had on other staff and students.
Curriculum case studies At least fifteen evaluated case studies – at least six in the humanities – of digital technology use to support good/ troublesome practice in different disciplines, and/or of staff /student groups acquiring the necessary digital skills and capabilities to be effective C21st scholars.
Report Affordances of the new digitally-enabled campus learning spaces and implications for developing digital practices.
Workshops At least six workshops/events for staff and PGRs, covering digital literacy issues and developing skills.
Development materials Materials designed to support further changes in practice, contextualised for the different Colleges and professional services
Knowledge gained At least six PGRs working as digital literacy change agents in the Colleges, with evidence of their personal and professional development.
Knowledge gained Evidence of development in digital literacies of staff and students via the case studies
Development materials New Researcher Development Online materials openly availableEvidence that the materials have been piloted and embedded along with feedback from PGR participants New LTHE/PCAP materials, piloted and embeddedNew digital literacy 'assessment and action planning' materials designed for use by students, course teams, and institutions, collaboratively with the SEEDPoD projectMaterials from events, workshops and presentations nationally available for staff and student use
Framework(s) supporting practice Validated version of the Exeter DL framework with embedded examples.Enhancements to frameworks owned by other bodies e.g. the JISC, ALDinHE, Vitae etc.
Report Evaluation report covering:▪ the approach taken by the project, its successes and
limitations▪ implementation of the Exeter DL Framework with evidence
of impact on institutional initiatives and College activities▪ synthesis of the case studies produced by the project and
evaluation of their overall impact▪ quality review of the materials produced by the project and
evidence of their value for scholarly development▪ evidence of overall project impact and sustainability
Report Final report as required by the JISCPublication At least one publication in a peer-reviewed journalPresentations At least four presentations at peer-reviewed national conferencesEvent In addition to the institutional workshops/events, at least one
externally-facing event, involving students as organisers and
change agents, in collaboration with other projects as appropriate.
Web site/blog Project web siteProject blog
1.4 Overall Approach
The project approach will be appreciative, collegial and scholarly, as we believe this will be most effective at securing engagement from Colleges and departments at Exeter. Specific strategies that will be implemented include:
building a secure research base through scholarly investigation of current practice and issues in digital scholarship
identifying discipline-specific areas of excellent and troublesome practice in the use of digital technologies
designing customised interventions with teaching staff and evaluating the impact focusing on research-rich activities in which digital technologies are authentically integrated
and intrinsically advantageous developing postgraduate researchers as digital scholars and change agents delivering scholarly events and development opportunities with a digital literacies theme developing and sharing a high-level framework describing the impacts of technology on
scholarship and on professional practiceAll of these strategies will be informed by an emerging Exeter Digital Literacies Framework (below) which will provide coherence both to project activities and to the outcomes we will be communicating to stakeholders.
Figure 1: Exeter Digital Literacies Framework
We will seek opportunities to align the objectives of the project with existing initiatives to achieve maximum sustainable impact, working closely with Careers, the Library, Academic Advisers and ongoing Education Enhancement initiatives. We will also apply where appropriate a 'ladder of engagement' model to ensure appropriate investment is made in critical and less critical stakeholders.
Important issues and potential challenges for the project include: Engagement. Early findings indicate that 'digital literacy' may not be the best or only term
through which to engage stakeholders; others are being explored. We plan to secure engagement through a focus on research and research-led teaching primarily, and employability secondarily.
Disciplinarity. Because of our focus on research-led teaching and scholarship, we cannot expect one model of digital literacy to fit across the institution. Disciplinarity is a cornerstone of our approach but brings its own challenges to team expertise and to the coherence of project activities.
Students as change agents. The team has extensive experience of this approach and its many benefits. It is, however, a relatively high risk strategy. It requires ongoing investment in individuals, and agility in response to new issues and opportunities.
Appreciative inquiry. Our approach is to value existing practices and explore how digital literacies are supported by them, and to regard staff and students as to some extent already resourced for digital professionalism. From this basis we will work to enhance existing expertise and to develop new resources and approaches. Unlike a skills deficit model this demands flexibility of response, and makes large demands on the expertise and human resources of the project team.
Humanities first. The College of Humanities is characterised by high-achieving individuals and departments that have not always seen the value of adopting new technology. However, we believe the DL agenda is one that can succeed. The risks of working with Humanities will be offset by the richness of the examples that will be provided by the very diverse subject areas it encompasses. To mitigate some of the risks, work in other Colleges will be carried forward independently, though with a later start date and the benefit of lessons learned.
'Special' vs embedded. The nature of our approach will lead to changes being deeply embedded in the contexts from which they arise. In some cases they may not be directly attributed to the project or even identified as 'digital literacy' developments. While this will enhance sustainability there will be challenges to evaluation and communication about project impacts.
The scope and boundaries of the project are defined by our focus on post-graduate students. We will actively seek opportunities to influence the development of other teaching staff and undergraduate students – for example through embedding research-rich activities, producing staff and learning development materials, and designing an evidence-based institutional strategy - but we will involve PGRs in those developments wherever it is practical to do so.
We are taking a broad view of 'digital literacy' but for the purposes of this project attaching it firmly to ideas of scholarship and research. So for example the Exeter DL Framework focuses on research-relevant technologies, and an early draft of our Researcher Development Online package (shown below) supports the use of digital resources in various research-related activities.
Figure 2: Draft structure of Researcher Development Online module
Critical success factors are defined above in relation to our specific objectives. The main success factors for the project as a whole are:stakeholder engagement: the number of postgraduate students, research staff and teaching staff we reach over the lifetime of the project and at what level. (Using a ladder of engagement model adapted from Rudd 2005 via the T-Sparc project, we will consider how stakeholders are informed, consulted with, involved, collaborated with, and empowered.)professional/academic development: the number of students and staff engaged in new development opportunities and evidence of gains in relation to the Exeter Digital Literacy framework (e.g. from access through skills development to situated practices, and evidence of changed identities and attitudes).
curriculum development: new activities embedded into modules that make appropriate use of digital tools and resources for authentic, research-related activities; new materials and development opportunities that directly address digital capability.strategic development: embedding of digital literacy concepts into relevant institutional strategies with evidence of appropriate resourcing for activities initiated by the project to be sustained
1.5 Anticipated Impact
Impact Area Anticipated Impact DescriptionMaintain research excellence A small number of PGRs (6-10) will have enhanced research
capabilities and will cascade these to peers, other research staff, and undergraduates (where they are involved as GTAs) in their subject area.A large number of undergraduate students (500+) will participate in research-like activities involving the appropriate use of digital technologies as part of their development as researchers of the future.Researcher Development materials will be made available to 1400 research students and 300 research staff across the University and in the form of open content to other researchers beyond.The project will be securely founded on research evidence which will inform the development of the Exeter Digital Literacies framework and will be used as a basis for strategic planning at the University.
Maintain learning and teaching excellence
20+ teaching staff including Teaching Fellows will work directly with the project to enhance their skills in the use of digital technologies for learning and teaching and disseminate to others.At least 6 workshops will be organised for staff and PGRs involved in teaching, at which the Exeter DL Framework and associated materials will be introduced.PGRs involved in the programme as change agents will become GTAs and eventually members of academic teaching staff.
Be more effective Where appropriate, digital technologies will be introduced into modules where student numbers are a significant challenge.A digital literacies review will identify how staff and students can make most effective use of newly designed physical learning spaces.
Have a positive impact on wider society
All materials developed by the project will be available under open licence in some form (originals may in some cases be delivered in a closed learning environment)Researchers and teaching staff will be encouraged to make their materials openly available by enhancing their capacity to manage the benefits and risks of open scholarship.
Be ready for technology needs in the future
A thorough audit of current practice will identify where Colleges need to enhance their capacity for digital scholarship.The same audit will identify where students need better support to prepare for living and working in a digital society.Individual's (student and staff) capacity to audit their own needs, identify advantageous technologies for their purposes, and configure and use technologies to suit them, will be enhanced.
1.6 Stakeholder Analysis
Stakeholder Interest / stake Importance (H/M/L)
Postgraduate researchers/GTAs Project collaborators, change agents, participants in development opportunities, baseline research and interventions, producers of case studies and other communications
H
Undergraduate students Participants in development opportunities and baseline research
L/M
Research staff Participants in development opportunities and baseline research
M
Teaching staff Participants in development opportunities, baseline research, and interventions
M/H
Researcher Development team Project collaborators HCareers team Project collaborators HLibrary team Project collaborators HAcademic Advisors Project collaborators HEducation Enhancement team Project collaborators He-learning team Project collaborators HSenior Academics in Colleges Strategic stakeholders,
participants in baseline research
H
Vitae Project partners, end-users of public project outcomes
M
ALDinHE Project partners, end-users of public project outcomes
M
SEDA External stakeholders, possible end-users of public project outcomes
L
JISC Developing Digital Literacies programme Peer group mentors and critical friends, end-users of public project outcomes
H
Wider JISC community Funders, end-users of public project outcomes
L
Wider HE community End-users of project outcomes
L
1.7 Related ProjectsWe would be happy to collaborate with any other projects funded under the DL programme. We can identify links with:Greenwich: they are developing a digital literacy framework to inform all their project activitiesPlymouth and Bath: we have regional links and historical collaborationsOxford Brookes: we share an emphasis on students as change agentsInstitute of Education: we share the focus on digital scholarship and on postgraduate studentsThe project builds on the experience of the Exeter Integrate project and will be managed alongside the newly funded Collaborate project, which will provide opportunities to explore digital literacies in the context of assessment and feedback.
1.8 ConstraintsThe main constraints identified at this stage are recruitment of PGRs and timing of interventions to fit with the academic calendar.PGR recruitment. We are constrained by the willingness of departments to release PGRs to participate in the project – as with all learning/teaching related activities – because of the strong focus on research success and early completion of PhDs, but also because of the regulations with regard to
working hours laid down by the Research Councils and strongly adhered to by Exeter’s quality assurance team. We are working with academic champions in the Colleges to raise awareness of the potential benefits both to individual careers and to the host department. If recruitment is difficult we plan to involve a larger number of PGRs on a bursary basis to support specific activities of the project.Timing. Many interventions will be planned for autumn 2012 when project funding for key staff comes to an end. This is unlikely to impact on the success of the interventions but may impact on resources for evaluation. This is being addressed through an integrated evaluation strategy which allows for evidence to be gathered as part of the ongoing activities of the project and distributes responsibility widely. [We have not addressed the comment about how we will move ahead with less staff in the second year]
1.9 Assumptions PGRs will prove to be effective change agents in their local contexts.All Colleges will have some interest in the digital literacies agenda, even if this is differently expressed and taken forward. Therefore it will be possible to establish digital literacies as a scholarly agenda with ownership in the Colleges.A wide range of activities and interventions have the potential to be identified with 'digital literacies' or to have a dimension of digital literacy development. We will be under pressure to expand our scope. We will need to be vigilant in identifying opportunities without diluting our impact.
1.10 Risk Analysis
Risk Description Probability (P)
1 – 5 (1 = low
5 = high)
Severity (S)
1 – 5 (1 = low
5 = high)
Risk Score(PxS)
Detail of action to be taken(mitigation / reduction / transfer /
acceptance)
Recruitment and retention of staff
1 4 8 Known candidates will be addressed. Efficient management and induction to ensure retention.
Collaboration between Colleges and Project difficult
1 5 5 Links have already been established; Colleges support the proposals in general. Sensitive re- negotiation would be adopted.
Staff resistance to change/digital literacy/ collaboration
3 3 9 The team will create an ethos of collaborative support rather than centralised enforcement; care in explaining purposes and expectations.
Students resistance to change/ engaging with digital literacy and cascading
2 3 6 The project provides direct support to students; PGRs working on the project allow different kinds of access to students
Recruitment of PGR students
2 4 8 Benefits will be explained to Colleges and means for ‘ownership’ worked at.
Staff/students satisfied and don’t feel need for more, esp.if digital literacy is not seen as part of the institutional agenda
3 4 12 Offering motivations and incentives will be key and understanding what might provide drivers, possibly different in each College.
Project aims and 1 4 4 Strong project management
objectives not met from the identified team should ensure this is avoided.
Senior management engagement is weak
1 5 5 Known support/drive of DVC, Head of Academic Services and Education Enhancement.
Barriers to the use of technology
1 4 4 Effective project management: change needs to be seen in the long term as well as short term
The Framework for Digital Literacy is not fit for purpose
2 3 6 Review and adapt the model according to feedback gained/ decide whether to continue with its use or start afresh
Digital literacy dis- associated from subject content
2 4 8 Ensure that authentic contexts are always used and that skills are grounded within research practices.
Timing constraints due to the academic year
2 3 6 Serious attention given to this in all planning.
Difficulties with timing due to funding schedule, especially for evaluation
2 4 8 Processes for evaluation are part of the ongoing project process with widespread responsibility
1.11 Technical DevelopmentNo technical development will be undertaken but students and staff will be supported to make use of relevant digital technologies including: Echo360; digital cameras and video cameras; various blogging services; wiki-building services within ELE (Moodle) and third party; web authoring and design tools; modelling software.
The project will make use of the following technologies in its work:
YouTubefor project videos including baseline videos http://www.youtube.com/user/ExeterCASCADE
WordPress for project communication http://blogs.exeter.ac.uk/cascade/
Googledocs for project documentation and use with PGRs/interns
Basecamp for shared tasks with project team and project time/task management
MS Outlook for project calendaring and scheduling
MS Word for project documentation, some project outputs
MS Excel for managing survey and other data
MS Powerpoint for project presentations
Prezi for project presentations, presentation of baseline data
Flip Cams for video, audio interviewing, video diaries
Bristol Online Surveys (BOS)
for evaluation/ surveys (Exeter account)
Twitter have project account, and #exetercascade plus personal accounts
FinalCut pro for video editing
Moodle institutional VLE (Exeter Learning Environment: ELE)
JORUM online module will be made available through Jorum and project website
Design Studio sharing of resources
Echo360 for selected lecture/activity recording
LinkedIn investigating use of as part of developing professional identity
Academia.edu Investigating use as part of developing professional/scholarly identity
Facebook sharing knowledge around security settings, profiles and reputation
management
Hyperresearch Mac-based qualitative research instrument
Wordle Quick analysis of qualitative data
1.12 StandardsN/A
1.13 Intellectual Property RightsAt Exeter University, all materials produced by employees of the University remain the intellectual property of those individuals. Permission will be sought from participating academics, researchers and students using a model consent form developed for a previous UK OER project. This permission will cover use of recorded video, audio and transcriptions, and survey data for the purposes of research and communication about the project. IPR will be transferred to the University and thence to the project. Materials developed and secured for release by the project team will all be openly available from the project web site and other suitable sites (e.g. the Design Studio) under a creative commons license. Every attempt will be made to secure open release for teaching materials to which the project team has contributed, using the consent process outlined, and helping individuals whom the project engages with to understand the benefits of open release to themselves and to the sector.
2 Project Resources
2.1 Project Partners
Partner Role Contact detailsALDinHE Reviewing materials for Learning/Academic
DevelopmentSupporting cascade of project outcomes to Learning/Academic Development staff beyond Exete
Vitae Supporting dissemination - using understandings/materials from the project to champion the personal, professional and career development of doctoral researchers and research staff in higher education institutions and research institutes across the UK; - providing a formal ‘lens’ on the RDF which can be disseminated to a UK-wide audience.Validating the mapping of the Exeter framework to the Vitae Researcher Development. Framework/validating the Exeter model.
SW Doctoral Training Centre
The SWDTC will launch in October 2011; resources designed through the Digital Literacies Project will be drawn upon to enhance the SWDTC Virtual Learning Environments and Access Grid Nodes across the three partner Universities of Bristol, Exeter and Bath.PGR students will be offered the opportunity to work with the Digital Literacies Project by connecting with established researchers and
taking part in teaching encounters and mentoring with undergraduate students.
2.2 Project Management
The two Project Managers will work in close collaboration with the Head of e-Learning and several other experts in digital literacies and technology-supported learning. The two managers will work in complementary ways, one with a strict focus on the project per se, and the other – who is also Project Director – picking up on the institutional context, systems, new ways of working, tensions, etc, so as to ensure that the project responds as best as possible to these shifting agendas. The core project team includes a project developer and a Graduate Business Partner, both of whom bring recent experiences of being students at Exeter to the mix. A broader project group with representatives from professional services and Colleges will be central to embedding, sustaining and evaluating change in the second year of the project, and will be involved in decision-making throughout. The core team will meet weekly with broader group members attending as appropriate.
The Steering Group, comprising core and broader project team members along with University and College managers, student representatives, the project’s Critical Friend and external representation from at least one other DDL project, will meet on four occasions during the two-year period to monitor progress, review project activities and processes, support evaluation and drive change strategically in the University.
2.3 Project Roles
Team Member Name Role Contact Details %FTE to be spent on the project
Liz Dunne Joint Project Manager E.J. Dunne @ exeter .ac.uk 20Helen Beetham Joint Project Manager [email protected] 30
Dale Potter Digital Literacies (CASCADE) Project Developer
Nicole Dan-bom-McMurray
Digital Literacies Graduate Business Partner
Gary Stringer Project team, Assistant College Manager (tech and infrastructure) in Humanities
Matt Newcombe Head of e-Learning [email protected] 10Jessica Gardner Assistant Director -
Library Research and Support
Sue Burkill Head of Education Enhancement
Lee Snook Head of Library, Learning and Support
Dr Steve Gaskin Head of Student SkillsEmployability
Mike Highfield Skills e-Developer [email protected] 10Cathy Gibbons Head of Researcher
Ian Tilsed Head of Academic Systems
Dr Chris Wood Director of [email protected] 10
Postgraduate Development
Matthew Hayler Teaching Fellow, College of Humanities
Helen Boswood Academic Skills Advisor
Sue Milward Head of e-Innovation [email protected] 10
Any training needed will be achieved internally through the team above or with other staff in Education Enhancement, but nothing specific is expected at the time of writing this document.
2.4 Programme SupportSharing baselining tools and experiences across projectsSharing staff/academic development materials and approaches e.g. working with ALDinHE, SEDASharing student-facing materials both for development and auditing, e.g. working with the NUS
3 Detailed Project Planning
3.1 Evaluation Plan
Timing Factor to Evaluate
Questions to Address
Method(s) Measure of Success
Throughout (formative)Final 3 months (summative)
Approach taken
Successes and limitations, lessons learned
Iterative reflection in project reports and on blogCritical friend feedback
Achievements against objectives
Iteratively during learning journeys and after events / critical incidentsFinal 3 months (summative across case studies)
Personal/ professional/ academic development
How able are staff/students to select and use appropriate technologies?How ready are students for research and professional practice in digital settings?
Case studiesLearning journeysFeedback from RDO, TEL and workshops
Against Exeter development framework i.e. accessskillspracticesidentities
During case study development
Curriculum change
What new activities are undertaken and how do they support learning/development?Are curriculum teams having better dialogue about the use of digital technologies?Are support staff with DL expertise more involved in curriculum design and delivery?
Case studies Quality of student experience (where data available)Quality of staff experience
Final 3 months Strategic change
How has the Exeter DL framework been embedded into depts and services?
Embedding of digital literacy concepts into documents and
Impact measures incorporated into strategic plans and terms of reference
How have digital literacy issues been embedded into University strategies and policies?How sustainable and scalable are the changes ?
processesEvidence of appropriate resourcing for activities to be sustained
Throughout (feedback from critical friend and cluster group)Final 3 months (summative)
Overall project impact and sustainability
How well has the project met its objectives?What other (perhaps unforseen) impacts has it had?How are project outcomes embedded into ongoing practices?
Peer critique (DDL cluster, evaluation support team)Close-out interviews/focus groups with stakeholders and comparison with baseline
Strategic impact (as above)Personal development (as above, plus evidence of impact beyond project contacts and funding period)Curriculum change (as above with evidence of impact beyond project funding)Awareness within institutionAwareness beyond institution including stakeholder groups
3.2 Quality Assurance
Output / Outcome Name
When will QA be carried out?
Who will carry out the QA work?
What QA methods / measures will be used?
ReportsAs produced Steering Group
Programme managerJISC criteria
Case studiesAs produced Project manager
Steering GroupTemplate and guidelines to case study authorsDigital media incorporated where appropriateEvaluation evidence incorporated
WorkshopsAs produced Critical friends (external)
Wider EE team (internal)Participants via feedback
Learning/development outcomes defined and addressedFit to participant needsDigital technologies used where appropriateFeedback and evaluation incorporated
Development materialsAs produced Users via piloting and
feedbackCritical friends where appropriate
Learning/development outcomes defined and addressedFit to participant needsDigital media used where appropriateAt least one iteration of piloting/evaluation and refinement
New/revised programmes of studyAs designed and delivered
Peers via normal approval processParticipants via feedback
Learning/development outcomes defined and addressedFit to participant needsDigital technologies/media used where appropriateAt least one iteration of piloting/evaluation and refinement
Exeter DL frameworkSummatively Project manager
Steering GroupTemplate and guidelines to case study authors
Project communicationsAs producedSummatively
Programme team and cluster peers (formatively)Project team and Steering Group (summatively)
End of project evaluation of communications: ReachQualityImpact (changes to awareness, readiness, practice)
Project publications and presentationsAs produced Peers (programme cluster;
peer review process)AcceptancePositive feedback
3.3 Dissemination Plan
Timing Dissemination Activity
Audience Purpose Key Message
Sept-Dec 2011 (Hums)Jan-Mar 2012 (other Colleges)
Opening conversations
Key stakeholdersPGRsResearch staffTeaching staff
Baseline current practiceRaise awareness of project
The project exists to support digital literacy development. The project is relevant to you.
Every six months
Programme meetings
Funders (JISC)Other funded projects
Share experiencesIdentify opportunities for collaborationPeer review outcomes
Summary of activities and outputs.Collaborate with us.
Jan 2012-August 2013
Workshops (internal) Teaching staff, GTAs and PGRs in the Colleges
Enhance teaching and research skillsRaise awareness of DL issuesShare good practice
Digital scholarship is relevant to you.You can enhance your skills.
From September 2012
Institutional event(s) Staff and students (possibly in one or more Colleges)
Celebrate DL achievements and outcomesEnhance scholarship
DL interventions have been successful.You can make similar interventions.
From May 2012
External presentations/ workshops
ResearchersEducational and academic developersProfessional bodies and their membersOther external stakeholders
Raise awareness of project and its key messages
The Cascade project has had a significant impact on practice.The Exeter DL framework is valuable in supporting practice.
May 2012 University of Exeter Learning and Teaching conference
Internal staff across colleges & central services
Explain the importance of DL & build enthusiasm for work in other
colleges.June 2012 University of Exeter
Students as Change Agents
Staff & students involved and/or interested in student engagement.
Report on progress
UG & PG ‘change agents’ can be a key driver of positive change.
From July 2012
Case studies and personal learning journeys
JISC and other funded projectsTeaching staff at Exeter and beyond
Share examples of good practice in developing digital literacies
Digital literacies can be effectively developed in a range of subject disciplines, with an emphasis on scholarship.
June 2012 International Blended Learning Conference
Learning professionals, researchers, JISC, academic developers.
Share outcomes with key audience
Key messages as they emerge
September 2012
ALT-C Learning professionals, researchers, JISC, academic developers.
Share outcomes with key audience
Key messages as they emerge
Autumn 2012 JISC Learning & Teaching Experts Group
JISC Share outcomes with JISC community
Key messages as they emerge
Autumn 2012 JISC online conference
JISC Share outcomes with JISC community
Key messages and examples
Ongoing Web site JISCAll stakeholders
Share outcomes and key lessons learned
Key messages as they emerge
Ongoing Blog, twitter etc All stakeholders Update stakeholders on progress, activities and issues
Key messages as they emerge
3.4 Exit and Embedding Plans
Project Outputs/Outcomes
Action for Take-up & Embedding Action for Exit
Baseline report Inform development of e-learning strategyEmbed in delivery of project interventions
No special action – embedding is an integral aspect of the project
Learning spaces report Inform development of e-learning strategy
Knowledge gained by PGRs
Ensure ongoing roles in which their skills can be cascaded
Curriculum changes Showcase as examples of excellence in the disciplinesSupport teaching staff to have their skills recognised and rewarded
Workshops Involve permanent members of EE team in workshop design/delivery to embed knowledge
Development materials Embed in ongoing, fully funded and accredited programmes – Researcher Development, PCAP, LTHE, YouTeach etc
Framework(s) supporting practice
Link to examples contextualised for different disciplinesEmbed into institutional strategic thinking
Communications and presentations
Focus on high quality peer reviewed events/journalsInvolve all members of the wider project team in external events to build capacity and recognition
3.5 Sustainability Plans
Project Outputs Why Sustainable Scenarios for Taking Forward
Issues to Address
Development materials
Of generic and lasting value
Embedded into courses and programmesVia JISC Design StudioVia professional bodies
Quality, generalisabilityCollaboration with other projects to ensure not reinventing the wheel.
Digital literacy framework(s)
Of generic value beyond institution
Embedded into professional service delivery and institutional strategiesVia workshopsVia JISC Design StudioLinked to other frameworks in use by professional bodies
Quality, relevance, fit with existing practices
Learning spaces report
Impact on future practice
Embedded into e-learning strategyAs guidelines for other institutions planning similar estates development
Generalisability Relevance to other institutionsQuality of examples
Appendices
Appendix A. Project Budget
Appendix B. Workpackages
