Archive for the 'JISC' Category

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).

Forthcoming JISC Supported Events in Scotland

There are a couple of events in the next couple of months supported by JISC I thought worth highlighting. 

Open Edge: Open Source in Libraries
25-26th January 2011, e-Science Institute, 15 South College Street, Edinburgh

This free two day event on open source software for libraries is being run in collaboration with JISC and SCONUL. The first day is ’Haggis and Mash’, a Mashed Library event, while the second day covers broader issues, in particular how capacity might be built to enable open source solutions to flourish in HE and FE Libraries. Delegates can choose to attend either or both days of this event.

More details and booking:


Netskills Workshops

Netskills is a JISC service based in Newcastle, but all of the following take place in Edinburgh, in a good quality training central venue only a few minutes walk from Waverley Station!

If Netskills receive your reservations before 10th Jan, you will qualify for a VAT-defying reduction of £32 (ie, a workshop place is £128 instead of £160).

* Thu 24 Feb: CSS: A Complete Web Style Toolkit
* Fri 25 Feb: Writing for the Web
* Mon 28 Feb: An Introduction to Instructional Design for eLearning
* Wed 9 Mar: Collaborative Tools to Support the Learner Experience
* Thu 10 Mar: Exploring Digital Storytelling
* Wed 16 Mar: Database Design and SQL


Enhancing Business Performance: The Role of Technology in Developing Skills and Knowledge
21st February 2011, e-Science Institute, 15 South College Street, Edinburgh

This free one-day conference is being organised by the JISC RSCs in Scotland in partnership with The Higher Education Academy Scotland team to explore how institutions are turning increasingly to technology to provide Business and Employer Engagement solutions. The conference itself will include a variety of sessions exploring current issues, practical resources and advice in the areas of Business and Employer Engagement. Some of the themes to be explored in the conference will include: Technological solutions: opportunities and challenges Developing the internal strategy: Communication, culture, recognition and buy-in Relationship management - what are the benefits/the costs?: People and processes Professional development and skills for engagement Student Employability: skills and attributes learners should expect to develop.

More details and booking:

JISC10 Conference Keynotes with Twitter Subtitles

Last week saw he return of the JISC conference. As with other similar events the organisers explored a number of ways to allow delegates to experience the conference virtually as well in person. The main avenues were video streaming some of the sessions live across the web; the inclusion of a Ning social network (I’m guessing they won’t be doing this again next year. See Mashable’s Ning: Failures, Lessons and Six Alternatives); and advertising the #jisc10 hashtag for use on twitter, blogs etc. I would recommend Brian Kelly’s Privatisation and Centralisation Themes at JISC 10 Conference post which presents some analysis and discussion on the effectiveness of each of these channels.

It is apparent that the JISC conference mirrors a wider emerging trend to allow dispersed audiences to view, comment and contribute to live events. A recent example is that of the #leadersdebate broadcast on ITV, which as well as having over 9.7 million views generated over 184,000 tweets (from and numerous other real-time comments on blogs and other social network sites.

I didn’t have a chance to attend the conference myself and other things meant I was unable to see the live video streams, although I was able to keep an eye on the twitter stream. Fortunately the conference organisers have made thevideos of the keynote speeches by Martin Bean and Bill St. Arnaud available. It is however difficult to replay the video with the real-time backchannel discussion. Cue the twitter subtitle generator, which I’ve been exploring through various posts. So if you would like to experience the live video/twitter experience some I’ve embedded the videos below.

Opening Keynote: Martin Bean, Vice Chancellor, The Open University

This text will be replaced
Subtitle content provided by twitter | Download the XML subtitle file

Closing Keynote: Bill St. Arnaud, P. Eng. President, St. Arnaud-Walker and Associates Inc.

This text will be replaced
Subtitle content provided by twitter | Download the XML subtitle file

Here are Martin Bean’s and Bill St. Arnaud’s biographies and keynote slides. Both of the video’s were produced by JISC and distributed under Creative Commons.

Just a quick couple of words on the subtitle file generation. I had planned to use the archive of tweets provided by Twapper Keeper for both keynotes, but there was a 45 minute hole in the archive between 08:44 and 09:27GMT for the first session, which is being investigated, so I used the Twitter Search instead. As the session was early in the morning and twitter limits searches to 1500 tweets I had to modify the query to ‘#jisc10 -RT’, which removes retweets, to get results for all of Martin Bean’s presentation (he still has a healthy 372 original tweets during the course of his presentation. [There is perhaps an interesting way to visualise RT's in the subtitle file to indicate consensus tweets - for another day]

If you are planning to run your own event and would like to create a twitter video archive here are some basic tips:

  1. Make sure you advertise a hashtag for your event
  2. Before the event create a hashtag notebook on twitter archive service Twapper Keeper – there are other archive services but currently the subtitle tool only integrates with this one
  3. Make sure video is captured in a reusable format. The video above is played back with the JW Flash Video Player which supports FLV, H.264/MPEG-4, MP3 and YouTube Videos. Generated subtitle files can also be used directly in YouTube (if you own the video). I’ve also experimented with Vimeo for longer videos.

If you would also like a ‘at the scene’ report of the keynotes and some of the plenary sessions you should read this post by my colleague Lis Parcell at RSC Wales - Technology at the heart of education and research: JISC10 conference report

PREVIEW - Clinical problem based learning in Second Life

A couple of weeks ago our RSC was involved in the Virtual Worlds 2008 event at the University of Stirling. As part of this I was tasked with facilitating a hands-on session being given by David Burden, MD at Daden Ltd (here’s Daden’s YouTube playlist). David was highlighting his work with University of Coventry and St. George’s Hospital, London on the JISC funded PREVIEW project.

The PREVIEW project have been exploring the use of virtual worlds, Second Life in particular, as an environment for problem-based learning (PBL) for care professionals and paramedic students. The care professionals are using open-ended PBL scenarios using a chatbot engine to create characters who can guide, act out eDramas and interact with students within Second Life. Paramedic students are using fixed-ended PBL scenarios which require them to conduct patient assessment and treatment on virtual patients in Second Life. The project is best summarised by the video below:

It was the paramedic scenarios which interested me the most, and in particular the Medbiquitous Virtual Patient (MVP) XML standard used to code them. This is an existing scripting language used to create virtual patients. The format is very similar to that found in ‘Fighting Fantasy’ books (i.e. a paragraph containing plot point followed by go to page x to do A, go to page y to do B, go to page z to do C). You can find examples of these on the University of Edinburgh’s Labyrinths site.

A virtual patient example is available here. The MVP standard uses a node model. For each page rendered there is an activity node which includes related assets: data availability, virtual patient data and media. The screenshot shows you how a page is rendered from the XML model. One of the limitations of the MVP model is that each node has a limited number of options, meaning there is a closed path, potentially inadvertently leading the students to the correct answer.

By using Second Life, PREVIEW have been able to take existing MVP scenarios and make them open ended. So instead of having a limited number of options, it is entirely up to the student as to how they proceed using only their existing medical training to guide them through the scenario.

The most important thing for me is that Second Life is only being used as a medium to interface the MVP scenario, consequently the scenarios can be exported to any other platform which supports MVP. The diagram below shows how this model works.

Communication structure of the MVP and Second Life
Diagram showing the flow of information between the XML, MVP Player and Second Life

To date the PREVIEW team at St. George’s have created 4 paramedic training scenarios. A short YouTube clip explaining these is here. I’ve made my own video so you can see what one of the scenarios looks likes from start to finish:

Click to open Paramedic Scenerio

The crucial thing to remember is that Second Life is only being used to interface the MVP data. So when you click on a IV canella data is being read from the separate server hosting the MVP data. If you wanted to create a different paramedic scenario, the majority of information would be coded using the MVP standard.

It doesn’t have to stop at medical scenarios. The MVP standard is flexible enough to be adapted to other discipline areas which rely on problem-based learning. So theoretically this technology could be used for forensics, mechanical engineering, the list can go on.

To create problem-based learning scenarios for other disciplines would require scripting the scenario using the MVP standard, then creating the objects in Second Life you would like students to use to interface with the MVP. For example, if you wanted to create a scenario for forensic students you could create an SL object called ‘swab’. Then in the MVP you would create an activity node ‘swab’, which is linked to a data availability node with the associated actions/text (additional information could be coded using the virtual patient data or media assets).

And all this is going to be made open-source! Yes, PREVIEW will be making the code and the Second Life assets FREELY available in the next couple of months. Which I’m sure you’ll agree is fantastic!

If you would like to try the scenarios yourself you can by registering on the PREVIEW site. You can also take a peak by going to the St. Georges Island in Second Life.

WikiVet - Veterinary curriculum online

WikiVet Logo"Content is king, community is sovereign" these were the words left ringing in my ears from a keynote given by Stephen Heppell back in 2002. At that time one of the most well known community sites Wikipedia was in its infancy. Since then Wikipedia has flourished and with over 2.5 million articles (in English) making the job or door-to-door encyclopedia sales increasingly difficult. A similar concept is being used in the WikiVet project, designed to be the most comprehensive knowledge base for veterinary students.

WikiVet, a partnership between the Higher Education Academy, JISC and UK veterinary schools, plans to cover the entire vet curriculum from pathology to physiology. They already have a wealth of information including images, videos, case simulators, interactive PowerPoints, flashcards and more. Unlike Wikipedia, content is peer reviewed by subject specialists and access to view or edit is restricted to the vet community.

Interestingly the current contents of the site has not only been generated by academics at different vet schools but also by students. This project, while only officially launched today (9th October), has already received commitment from other European veterinary schools and interest from schools in the US.

Will the vet community continue to add to this resource. If Wikipedia’s predecessor Nupedia is anything to go by which had a similar peer review process it might be a challenge. However, considering the existing content in WikiVet it already looks a valuable resource.

WikiVet is available for general review for one month. Login ‘launch’ and password ‘press’.

Click here for the official press release on WikiVet.


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

mhawksey [at] | 0131 559 4112 | @mhawksey

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Opinions expressed in this blog are not necessarily those of the JISC RSC Scotland North & East.

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