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Insider tips on bidding to win - Grant 04/08: Learning and teaching innovation

JISC recently announced the funding call for Grant 04/08: Learning and teaching innovation (LTIG). These are small up to £50k one year projects giving institutions the opportunity to explore projects to support teaching and learning at the more innovative/high risk end of the spectrum. This is the 6th call for this particular type of funding and the lighter weight application process potentially makes it more appealing for those who have not previously applied for external project funding before.

I’ve helped to evaluate bids for round 5 of this programme and a variation of the call for Celtic FE colleges called SWaNi. This has given me some useful insight into the evaluation process and thought you’d all might like some insider tips. There is lots of general guidance and advice on writing bids, for this post everything I suggest is specifically targeted at your LTIG proposal.

For this post I’m also going to assume you’ve got some of the basics covered like reading the Call for initial proposals doc and checking your institution is eligible to bid. In Scotland this is made a little easier because ANY COLLEGE or university funded by the SFC can apply for funds. I highlight colleges because whilst this is a competitive call (last 3 calls have had 67/68 proposals funding 5 projects), I’m sure you can use the FE angle to your benefit, presenting JISC with an opportunity to fund innovation in a sector arguably usually overlooked.

So to start with I’m going to highlight some general philosophies I think you should have in mind in preparing your bid before then looking at each of the main sections of the Annex D – Learning and Teaching Innovation Grants Proposal Template.


JISC supports unrestricted access to the published output of publicly-funded research and wishes to encourage open access to research outputs to ensure that the fruits of UK research are made more widely available - LTIG6grant.doc Para B17

I would suggest that you shouldn’t see openness as a burden, but an opportunity to strengthen your bid. The are a number of ways you can do this and resulting benefits:

  • Open Bid Writing. Joss Winn at University of Lincoln is a strong advocate of open bid writing. Putting together your bid in an open domain is an opportunity to gather evidence of a need for you project, it’s also an opportunity crowdsource content for your bid
  • Making your project sustainable. Creating an open project increases the opportunity for sustainability beyond the funding period. For example, if you are developing any software tools building a community around their development from the very beginning increases the chance of greater adoption and continued development. If you are doing any software development contact JISC OSS Watch for advice before you submit your bid. There feedback can be used to strengthen your proposal.


proposals will be expected to demonstrate: that they have a potential to be a benefit to the whole JISC community [and] the potential to be scalable and replicable - LTIG6grant.doc Para 14

Often in unsuccessful LTIG proposals there is a tendency to focus purely on the local benefits, or solely be carried out within institutional walls. More so than ever projects need to be explicitly linked to the bigger picture and address real world needs. So instead of ‘we will be addressing the retention on this particular course after students identified it as a problem in a small scale survey’ you should use ‘the Quality Assurance Agency (QAA) (2008) Outcomes from Institutional Audit Progression and Completion Statistics. Second series. Sharing good practice. identified that …’.

The other thing to consider is interoperability and standards. JISC are more likely to shy away from a project which is deeply entrenched in bespoke institutional and systems not reusable by others.

Something to bear in mind is there is practically a standard for everything. If you are in doubt contact JISC CETIS, whose middle name is ‘interoperability’ and again if you contact them mention this in your proposal (if I read anything with ePortfolios it has to mention LEAP2A, for course information XCRI).

Dissemination/community engagement

The institution and its partners must commit to disseminating and sharing learning from the project throughout the community. LTIG6grant.doc Para B26

Most of the proposals I see include something about a website for dissemination, occasionally ‘a blog will be updated’. The danger with statements like these is they get lost as all the other bids are doing exactly the same thing. I’d include a strategy for making this more two-way. For example, as part of the JISC funded enhancement of the Twapper Keeper service several existing blogs were used to gather user ideas (e.g. here and here). The value of face-to-face shouldn’t also be overlooked. For the EVAF4ALL project they arranged for a meeting of ‘experts’ to come together and share ideas at a project start-up meeting (an idea might be to piggyback any special interest group meetings, HEA or RSC networks). Whilst mentioning dissemination it’s worth noting you should avoid end loading.

Student voice

If you do anything student facing make sure students are at the centre of the process. Holding a couple of student focus groups is no longer enough, you need to incorporate their expertise and knowledge into your project. My favourite quote to illustrate this is from Mayes (2007) referencing Etinne Wenger work:

Wenger describes how radical doctors are trying to describe a new paradigm for the doctor-patient relationship, where a consultation is re-conceptualised as a dialogue between two experts – one, the doctor, being expert in the generic medical science, while the other, the patient, is expert in his or her own case – medical and lifestyle history, symptoms etc. Both kinds of expertise are necessary for a successful diagnosis and agreed treatment regime and should be arrived at through a dialogue between equals – a horizontal relationship in which responsibility for outcomes is shared – Mayes (2007)

[Remember IMDB, Facebook and many other products were developed by students]

Bidding Template Breakdown

So with these general project philosophies in mind on to the bidding template. When writing your bid is keep looking at the evaluation criteria as laid out in LTIG6grant.doc Para 20. You must also adhere to the word limits, or your bid will be immediately discounted.

10. What is the issue, problem or user need that your proposed project is addressing?

A good place to start looking for evidence is the HEA EvidenceNet, which is “the place to come to find current evidence relating to teaching and learning in higher education”. As well as their main site it’s worth browsing the EvidenceNetWiki which is a useful way to identify some of the key references on most of educations biggest problems (assessment/feedback, 1st year experience, retention/widening participation). For general context Horizon Reports might also be a good source – here’s Horizon Report 2011

11. How does the proposed project address the issue described above?

Your essentially building an argument for funding your proposal. Section 10 was ‘what’ and this is ‘how’. You may want to break your ‘how’ into project phases. You definitely want to cover “the potential for sustainability of the work beyond the funded period”, as this is becoming a priority for JISC work. Something else to consider is ‘is the idea appropriate’.

12. What makes the proposed project innovative? Give references to any applicable previous research/work in this area and explain how your project would add or build on this.

The biggest failing I regularly see in this section is the failure to reference any prior work in your chosen area. In particular you want to see if there are any previous JISC projects on your chosen area. Identification of overlap is not a weakness but an opportunity to highlight how your project is different, why your project should be funded to fill the missing gap.

The best ways to find out what JISC has previously funded are Google ‘JISC funded with your project idea’. Alternatively use the CETIS PROD database to search for existing projects.

Obviously JISC aren’t the only project funders so you should reference other work where necessary (for example anything with mobile probably has some overlap with MoLeNET. Whilst I’m on mobile technology one of my pet hates is platform specific mobile apps. If you are doing something just for iPhone/iPad you’d better have a watertight argument for its use).

Edit: I should have also highlighted that anyone who works for JISC (in the Services, Programme support, RSCs) generally has a good overview of what is going on in the sector both nationally and internationally. Running your idea past one of us before submission is a good opportunity to find out if your idea really is innovative and areas where it overlaps with other projects.

13. What benefit will the outputs of your project be for other HE or FE institutions (outside of your institution)? Will they be able to use them, and why might they want to?

This is a new section to the bidding template. Often one of the criticisms I hear about JISC funded work is the wider impact on the sector. This is perhaps a bigger problem for the smaller projects which have tighter deadlines and smaller budgets. This is where the philosophy of an open and engaging project can be used to your benefit. If you have already generated interest in your idea and got some feedback this can be used to illustrate the benefit and demand of your project. You might want to consider the cost benefit here. We’re in the era of putting hard values on savings, so if your project is about retention what are the cost benefits for a student continuing their studies for the institution and even society.

14. Give brief details of the project timescale, project team (including how much time each member will be spending on the project), key work packages and outputs

An example I regularly use to illustrate one way to layout this section is the University of Strathclyde’s PEER Project submission, in particular the way it maps a timeline to workpackages, objectives and outputs. If your word count permits I would use it to go into more detail about your outputs (expected size, format, which Creative Commons license you’ll be using, where they will be put). If producing reports/documents you might want say whether drafts will be available for comment/contributions (various ways you could do this from making a public Google Doc or maybe

One of the evaluation criteria is “does the proposal suggest that it has the full support from the institution(s) involved” . For the initial stage of proposals you don’t need to, nor should you, submit a letter of support. I think it’s hard to fulfil this criteria within the bidding template so at the end of this section I would include a statement like “This proposal has been approved for submission by {Insert name of the person who has approved it}, {Insert job title} (and perhaps a contact email)”.

Budget Information

JISC are a bit coy when it comes to exactly how much your institutional contribution should be. The figure usually mumbled between markers is 30%. Remember that:

The proposal must not include the development or purchase of learning material/learning content, … software, licences and equipment purchase …, it would be acceptable to include this as part of an institution’s contribution  LTIG6grant.doc Para 8

On the budget form I’d use the ‘Details’ column for ‘Institutional Contribution’ to indicate any expenditure which falls in this category. I’d also use the details column to breakdown your entered amounts so that the markers can see if the project is value for money.


What were the most common reasons that bids were rejected during previous rounds of Learning & Teaching Innovation Grants? – from Guidance to Bidders

  • The proposed work duplicated existing work (including JISC funded work) and/or did not show any awareness of existing work in the same area;
  • Linked to the above, the proposal did not demonstrate clearly that it was innovative; the proposal did not make it clear that proposed outputs would be of interest, transferable or reusable for other institutions, groups or subject areas;
  • The proposal was not eligible – for example it would use JISC funding to buy hardware or software, to develop or purchase learning materials;
  • The proposal was for the development of a tool and there was no evidence of a demand from the wider community;
  • The proposal was not supported by an institutional financial contribution commensurate with the benefit of the proposed work to the institution;
  • Proposals involving the development of a tool did not adhere to standard JISC expectations (free release to the JISC community, use of appropriate web standards, support for interoperability and transferability);
  • Proposals centred on the use of new technology or online resources and tools without any consideration of pedagogical need or accessibility issues.

Bid documents

Final, finally

Even if you are not supported by your local RSC (depending on where you are in the UK we have limited support for HEIs, but do support HE in FE), I’d still get in touch before you submit your proposal because we are always looks for good examples to shout about from our own patch.

Update: Rob and Lis’s comments reminded me that I should have thanked Sheila MacNeil at JISC CETIS and the LTIG Porgramme Manager Heather Price for input on this post (CETIS providing interoperability/standards information and Heather highlight some useful bit and pieces including the details of the previously funded LTIG projects).

Learning and Knowledge Analytics (LAK11) Week 1

So we are now into week 2 of the open course in Learning and Knowledge Analytics LAK11. Whilst I’m already doing better at this course than PLESK10 I would still only class my involvement as periphery participation so I’ll be no doubt be revisiting the LAK11 syllabus again at a later date. A couple of things I’ve picked up from week 1 you might be interested in:

The only paper I had a chance to properly read was Elias, T. (2011) Learning Analytics: Definitions, Processes, Potential. It was more luck than anything else that I started here but I was very glad of the fortune [it was only later that I read Dave Cormier’s MOOC newbie voice - a slackers entrance into lak11 post which reassured me that although I wasn’t doing much at least it was the right thing].

Things I took away from the paper were:

  • Some examples of learning analytics systems already being used.
    • Purdue’s Signal’s block for Blackboard“To identify students at risk academically, Signals combines predictive modeling with data-mining from Blackboard Vista. Each student is assigned a "risk group" determined by a predictive student success algorithm. One of three stoplight ratings, which correspond to the risk group, can be released on students’ Blackboard homepage.”  [this reminded me of University of Strathclyde’s homegrown STAMS VLE which appears to have disappeared when the University moved to Moodle – bit of a shame as it was developed by staff in Statistics and Modelling Science so imagine behind the scenes it had a dusting of analytics – that’s progress for you]

    • University of California Santa Barbara’s Moodog Moodle module - “In addition to collecting and presenting student activity data, we can proactively provide feedback to students or the instructor. Moodog tracks the Moodle logs, and when certain conditions are met, Moodog automatically sends an email to students to remind them to download or view a resource.”  Zhang (2007) (p. 4417) [I was a little disappointed to only find references to this is academic papers]
  • Something on collective intelligence - Woolley et al. (2010) identified the existence of collective intelligence which “is not strongly correlated with the average or maximum individual intelligence of group members but is correlated with the average social sensitivity of group members, the equality in distribution of conversational turn-taking, and the proportion of females in the group" (p 686)
  • Some terminology/theories for recommendation systems – “recommendation methods based on different theories such as collaborative filtering algorithm, bayesian network, association rule mining, clustering, hurting graph, knowledge-based recommendation, etc. and the use of collaborative filtering algorithms (Cho, 2009)” [at this point in the paper I thought about Tony Hirst’s Identifying Periodic Google Trends posts, mainly in underscoring the shear scale of the field of learning analytics]

Overall the paper was very useful in highlighting how much I didn’t know, but was an indication of the things I might need to know [whilst it might not sound like it this is a positive outcome to let me self-regulate my learning].

Some things on participating on the course in general

Google Reader 'magic'There were other things I did during week one including playing the the recommendation search engine hunch. This experience was juxtaposed to the course moodle site, which was blindly sending me hundreds of emails from the course discussion forums. In the end I decided to unsubscribe to the email notifications and pull the forum into Google Reader via RSS. My hope was Google Reader would ‘sort by magic’ to pull interesting things to the top, but the algorithm is struggling to do anything other than chronologically order the feed [my guess is Google don’t have another data for my personal or group preferences – ho hum ;)]

gEVS – An idea for a Google Form/Visualization mashup for electronic voting

First I should say I don’t think this is the best solution, in fact an earlier post from 2008 DIY: A wi-fi student response system is probably a solution, if perhaps needing more tidying up, but I’m posting anyway just on the of chance that this might inspire or help solve someone else’s problem.

This post has come about as a result of a couple of things:

  1. I’m in a bit of a Google Apps run.
  2. I read and enjoyed Donald Clarks Clickers: mobile technology that will work in classes
  3. I saw and contributed to Tom Barrett’s crowdsourced X Interesting Ways to Use Google Forms in the Classroom (I added #39 Collaboratively building a timeline which I discovered through Derek Bruff’s class example.

Concept: Using Google Forms as an interface for a mobile/desktop based voting system.

Issue: If you are asking multiple questions the form needs prepopulating with options making it a long list for the student to navigate and potentially creating a predefined route of questions.

Solution: Use a generic form with one set of response options, the class using a unique question identifier for response graphs to be generated from.

The finished result

Below (if you aren’t reading this via RSS) is this Google Form. [You can make a copy of the related Spreadsheet and customise the text and options. For example, you might want to turn qID into a list option rather than free text.]


And here is a page with a summary of responses, which allows the user to choose which response set to display (screenshot shown below):

Screenshoot of summary of responses

How it was done

Some of you might already be familiar with Google Chart. This service allows you to create chart images by encoding the data in the URL. I’ve used this service in a number of my mashups, in fact all of my previous voting mashups use it in some way, and not surprisingly in Generating charts from accessible data tables using the Google Charts API.

Google Chart works well if it easy for you to get the data and format it for the image URL. For more complex tasks there is Google Visualization. The advantage of Visualization is it gives you a way of querying a data source before displaying as a table or chart. To see what you can do (and the place where I aped most of the code for this mashup) you should visit the interactive gallery of Visualization examples.

Using the Using The Query Language example as a stating point I could see you could lookup data from a Google Spreadsheet and filter the response using Google Visualization API Query Language, which is very similar to SQL. What I wanted to do was SELECT the data from the spreadsheet WHERE it matched a question identifier and COUNT the number of occurrences for each GROUP of response options. An extract from the table of data is:

Timestamp qIDAnswer

My attempts to convert the SQL version of this query which is something like:

SELECT C, Count(C) AS CountOfC WHERE B = ‘questionID’ GROUP BY C

initially I was left with keyboard shaped indentations on my forehead trying to get this to work but Tony Hirst (@psychmedia) was able to end my frustration with this tweet. This meant I was able to use the following query VQL friendly:

SELECT C, Count(B) WHERE B = ‘questionID’ GROUP BY C

The next part of the problem was how to let the user decide which question ID they wanted to graph. Looking at the Simple Visualization example I could see it would be easy to iterate across the returned data and push out some html using JavaScript. What I wanted to do was GROUP the questionID’s and COUNT the number of responses, which is possible using:


This returns a table of unique question IDs and a separate column with a count of the number of responses. A form list element is populated with the results using:

for (i=0; i<data.getNumberOfRows(); i++){
  var ansText = data.getValue(i, 0)+' (No of votes '+data.getValue(i, 1)+')';
  var valText = data.getValue(i, 0);
  ansSet.options[ansSet.options.length]=new Option(ansText,valText);

And that’s it. If you want to play around with this the code is here. Enjoy and if you find this idea useful or if you spot any issues as always I value your comments.

iTitle: Full circle with Twitter subtitle playback in YouTube (ALT-C 2010 Keynotes)

ALT YouTube ChannelIn March 2009 Tony Hirst posted a solution for Twitter Powered Subtitles for Conference Audio/Videos on Youtube. A year and a half later, numerous evenings tweaking code, lots of support, advice and promotion from Tony, Brian Kelly and others, and we have come full circle. What began for me as a method to playback real-time tweets with the BBC iPlayer has returned to its origins, Twitter powered subtitles for a conference video on YouTube.

To date the examples of using the Twitter subtitling tool (iTitle), including Reliving ALT-C 2009 keynotes with preserved tweets, have focused on replaying externally hosted video content through this site using the JW Player. This method has allowed greater control over certain aspects like interface design and features like the timeline jump navigation. The disadvantage of this extra control is sustainability.

Whilst I’m very happy working for the RSC there will come the day when I move on, or this website might disappear altogether subsumed into another RSC system/service. If this were to happen there is no guarantee that iTitled videos would still be able to be replayed.

This issue has been at the back of my mind since the very beginning which is partly why from early on I made the iTitle code available for download (I should really update this version of the code). But there has been another solution which has been available since the very beginning but I’ve never had an example to demonstrate it. Just as Tony’s original post demonstrated how the SubRip (*.srt) subtitle file format could be uploaded as part of one of your YouTube videos, iTitle has had the ability to generate SubRip files almost since the very beginning.

So in August when I saw ALT had uploaded videos from ALT-C 2009 to their YouTube channel I thought it would be a great opportunity to amplify keynotes from this years ALT-C and highlight YouTube’s built-in subtitling tools. So after some idea dropping (via Twitter of course) and some follow up emails with Matt Lingard and other members of the ALT team you can now enjoy Donald Clark’s and Sugata Mitra’s keynotes with the ability to see what was said on Twitter in YouTube (links for these at the end of this post).

If you watch these videos via the YouTube site you might need to turn the subtitles on by clicking the ‘cc’ button in the playback toolbar. Annoyingly there doesn’t appear to be a setting for the video which forces captions to play every time, instead YouTube remembers your last choice, but captions can be forced on when a video is embedded. Here is the YouTube help for this feature.

A nice feature of YouTube’s implementation of subtitles/closed captions is their interactive transcript which has a navigable list of the subtitle track, highlighting the active caption. Hopefully YouTube will get around to providing some sort of filtering/search solution like the one used in iTitle’s timeline jump navigation.

Screenshot on YouTube showing subtitle navigation

If you would like to add a twitter track to you own YouTube videos, visit the iTitle tool and select to output in .srt format. This video then explains how to upload subtitle tracks to YouTube videos.

As well as hopefully enhancing the value of ALT’s of these resources to the viewer there is also an argument for doing this to make the videos more search engine friendly. For further explaination of this aspect you should read my guest post Making ripples in a big pond: Optimising FOTE10 videos with an iTitle Twitter track

PS For the ALT videos they wanted to filter out RTs. This was a long overdue feature for iTitle so it made sense to add it.

PPS I also didn’t know you could move the position of subtitles on YouTube videos by click and dragging them.

Click to see "Don't lecture me" - Donald Clark at ALT-C 2010 w/h Twitter track on YouTube“Don’t lecture me” - Donald Clark at ALT-C 2010 w/h Twitter track on YouTubeClick to view "The hole in the wall: self organising systems in education" - Sugata Mitra at ALT-C 2010 w/h Twitter Track on YouTube“The hole in the wall: self organising systems in education” - Sugata Mitra at ALT-C 2010 w/h Twitter Track on YouTube

Create&Convert: Can you afford to ignore this?

A recent article in Fortune highlights ‘How corporate America went open-source’ which in turn highlights:

A Forrester Research survey of the business landscape in the third quarter of last year found that 48% of respondents were using open source operating systems, and 57% were using open source code

In reality the level of open source usage is probably higher than the reported thanks to open source projects like the Apache webserver, Firefox and the Android mobile operating system.

Within our own RSC we recognise the value of open source not just because of the potential cost savings but also because it encourages innovation. One of our flagship innovations is the award winning EduApps project, which has used the model popularised by to provide a range of open and freeware application which can be run from a USB stick.

Since it’s launch in 2008 the EduApps project has evolved finding new family members:

  • MyStudyBar - a suite of apps to support literacy (also available in Spanish Mi Barra de Estudio).
  • MyVisBar - a high contrast floating toolbar, designed to support learners with visual difficulties.
  • MyAccess - a portal to all your favourite and accessible applications providing inclusive e-learning options for all.  

All of these are the brainchild of Craig Mill our e-Learning Advisor (Accessibility and Inclusion). One of Craig’s continual frustrations is the amount of public money that is spent through the Disabled Student Allowance (DSA) on commercial software to support writing, reading and planning as well as sensory, cognitive and physical difficulties when there are open and free alternatives.

To illustrate this we surveyed a number of products which provide commercial alternatives to MyStudyBar and calculated an average cost of £115 per user licence. Since March 2010 through downloads from our site alone we estimate we have potentially saved, at time of writing £729,560. It is worth highlighting this figure doesn’t include all the versions of MyStudyBar that get redistributed after downloading with an entire council looking at rolling out MyStudyBar across their entire network you can arguably add another digit.

Craig’s latest little baby is Create&Convert. This suite of portable applications has been put together in response to the Equality Act 2010 which came into force on the 1st October 2010. JISC TechDis have prepared a Single Equality Duty guidance document which highlights that the Equality Act now means that further and higher education have a requirement to take:

a proactive approach to shaping institutional processes and the promotion of equality

Create&Convert is a free tool that has been designed specifically to help institutions or organisations comply with the Act in the way that they publish information. It brings together in one neat package a range of open source programs that can quickly and capably translate electronic documents into an accessible alternative format, such as audio or a talking book. All of the tools are the outputs of the Digital Accessible Information System (DAISY) Consortium, and are therefore completely free to use and distribute.

Create&Convert interface image

Create&Convert will work with any new or existing document that is in editable form, such as the common Microsoft Word. In a nutshell, Create&Convert is a legislation-compliant, budget-friendly tool that can transform exclusion into participation for the learner.

Click here to find out more and download Create&Convert – Can you afford not to?

MASHe Monthly (Email Newsletter and Template)

It’s fair to say I’m keen to get my message out any which way. As well as the blogging staples of RSS feeds I also have a print-friendly PDF Magazine version and a eBook addition in various formats (EPUB | Mobipocket/Kindle | PDF).  For a while I’ve also give an option to sign up for a monthly email newsletter. This uses the MailPress plugin to handle subscriptions and send a monthly update which snippets of blog posts from the last month.

Old MASHe Monthly Layout [click to enlarge]One of the things I was never happy with was the layout of the email, which was basically a list of snippets of posts based on date order. As I uses this site to collect lists of links to news items and sites I find interesting in ‘What I’ve starred this week’ and more technical posts recording my personal research, there are times I would like to put these further down the reading order.

New MASHe Monthly Layout [click to enlarge]Fortunately MailPress allows users to use/create custom templates. Having tried to find a suitable existing template and failed I knocked together a new one. This allows me to highlight a featured post, followed by snippets of my regular posts, finishing with the list of links from ‘What I’ve starred’. With the lack of MailPress templates I thought it would be worthwhile releasing:

*** RSC MailPress template ***

You should read the MailPress documentation for more information on installation customisation.

[If you are testing the monthly template the plugin only pulls in a random older post. I’ve posted a workaround for this in the MailPress forum.]  


This blog is authored by Martin Hawksey e-Learning Advisor (Higher Education) at the JISC RSC Scotland N&E.

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