Project Document Cover Sheet

Project Acronym:
Version:
Contact:
Date:
xGames
1.1
David Dyet
22 March 2011
Project Document Cover Sheet
Project Information
Project Acronym
xGames
Project Title
xGames
Start Date
17th January 2011
Lead Institution
Reid Kerr College
Project Director
David Dyet
Project Manager &
contact details
Joan Archibald
Learning Technologies Manager
Reid Kerr College
Renfrew Road
Paisley
PA3 4DR
0141 581 2123
[email protected]
Partner Institutions
Anniesland College
Project Web URL
www.xgamesproject.org.uk
Programme Name
(and number)
JISC Learning and Teaching Innovation Grants: SWaNI FE (10/10)
Programme Manager
Rob Englebright
End Date
23rd December 2011
Document Name
Document Title
xGames Project Plan
Reporting Period
N/A
Author(s) & project
role
David Dyet, Project Director
Date
7th Feb 2011
URL
Will be posted on www.xgamesproject.org.uk when approved
x-games_Project_plan.pdf
Filename
Project and JISC internal
Access
General dissemination
Document History
Version
Date
Comments
1.0
7/2/2011
Submitted to JISC 7/2/2011
1.1
9/3/2011
Revisions to baseline measure and licensing.
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JISC Project Plan
Contents Overview of Project...................................................................................................................... 3 1. Background ......................................................................................................................... 3 2. Aims and Objectives ...........................................................................................................4 3. Overall Approach ................................................................................................................ 4 3.1 Pedagogical Principles .......................................................................................................... 4 3.2 Methodology .......................................................................................................................... 5 3.3 Important Issues .................................................................................................................... 6 3.4 Scope and Boundaries .......................................................................................................... 6 3.5 Critical Success Factors ........................................................................................................ 6 4. Project Outputs ................................................................................................................... 6 5. Project Outcomes ............................................................................................................... 7 6. Stakeholder Analysis ..........................................................................................................8 7. Risk Analysis ....................................................................................................................... 8 8. Standards ............................................................................................................................ 9 9. Technical Development ...................................................................................................... 9 10. Intellectual Property Rights .................................................................................................9 Project Resources...................................................................................................................... 10 11. Project Partners ................................................................................................................ 10 12. Project Management ......................................................................................................... 10 12.1 Project Management Framework ........................................................................................ 10 12.2 Project Team ....................................................................................................................... 12 12.3 Training Needs .................................................................................................................... 13 13. Programme Support .......................................................................................................... 13 14. Budget ............................................................................................................................... 13 Detailed Project Planning .......................................................................................................... 14 15. Workpackages ..................................................................................................................14 16. Evaluation Plan ................................................................................................................. 14 17. Quality Plan ....................................................................................................................... 15 18. Dissemination Plan ...........................................................................................................16 19. Exit and Sustainability Plans ............................................................................................. 17 Appendices ................................................................................................................................. 18 Appendix A. Project Budget..................................................................................................... 19 Appendix B. Workpackages .................................................................................................... 21 Page 2 of 25
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Overview of Project
1.
Background
The focus of this project is on the simpler reusable collaborative games based on objective
test questions. The CAA centre demonstrated that objective tests are powerful learning
tools which can be used for assessing knowledge, application, comprehension, evaluation
and synthesis. Initial investigations suggest that much of the research on Games-based
learning (GBL) appears to centre on virtual environments and complex games with limited
reusability across the curriculum e.g. The project aims to build on previous CAA research
and extend the understanding of GBL by focusing on simple reusable collaborative games
where the evidence base is currently limited.
Over the past decade there has been an increase in the use of ICT for learning and
teaching with considerable emphasis being on virtual learning environments and
interactive whiteboards and these are now regarded as mainstream technologies.
However these technologies are predominantly used to supplement face to face learning
or support some form of blended delivery with the emphasis on knowledge transfer rather
than engagement.
HMIe have identified that “too many teaching staff have levels of confidence and
competence that are not yet high enough to enable them to make effective use of ICT in
their teaching…. There has been a general improvement across all sectors but the overall
impact of the adoption of ICT in learning and teaching does not reflect its potential….There
is a clear link between appropriate and effective use of ICT in learning and teaching and
increased learner motivation and engagement….Teaching staff use an insufficiently wide
range of ICT-based teaching approaches to maintain and increase learner motivation.”
HMIe (2007)
In a learner survey conducted at Reid Kerr College 74.1% of respondents wanted to see
technology being used to help with their learning and 52.5% thought that tutors could make
better use of technology in the classroom.
Vocational learners form a significant community within the College sector. They are
generally less engaged and lack interest in theory based subjects and collaborative group
activities. These learners are often visual activists who are enrolled on vocational
qualifications where they prefer practical subjects. Various studies have shown that online
games are valuable tools for enhancing learning for learner groups who have been
disengaged and lack interest. A practically unlimited range of learning games can be used
ranging from simple practice games to highly complex and challenging competitive games.
Issues such as cost, complexity and lack of suitable resources hinder the adoption of
games within mainstream provision, for example licensing and hardware costs can be
prohibitive. As a result access is often limited with kit being booked out from central
locations and/or timetabling required for specialised IT labs. Setting up these games can
also be complex and beyond the skills of many non-IT lecturing staff. A simple portable
cost effective and flexible solution is sought to enhance learning through games.
It is anticipated that the outputs of the project will be generic in that the games produced
could be utilised across all curriculum areas although specific examples will be drawn from
the following areas:
• ESOL
• Hairdressing
• Computing, Accounting
• Electrical Engineering.
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To achieve the benefits of GBL it is necessary to overcome existing barriers such as cost,
complexity and lack of resources. Currently the hardware required to support even simple
collaborative games can be expensive and resource intensive, for example this may
require a Computer lab, interactive board and a class set of voting pads or other
input/control devices (£1000 to £2000+). In addition many educational games have licence
costs varying from a few pounds to substantial sums of money, these games are often
difficult to re-purpose and thus introduce a requirement for multiple licensed products. It
can also be challenging for teaching staff to set-up the required hardware and software
particularly when a range of different products with varying requirements and
configurations are used.
2.
Aims and Objectives
This project aims to use collaborative group games to improve the engagement of
vocational learners with group work and theory elements of the curriculum in order to
improve attendance, retention and attainment. It will remove barriers to the use of games
by utilising wireless games controllers which are cheap and familiar to students and
combining them with free open source games whose content is driven by external text or
xml files which are easily edited by non-technical lecturers using simple editors. This will
allow group games to be played utilising a single PC/laptop, a set of four wireless
controllers and free games which have been altered by the class lecturer to support the
learner’s educational objectives. Using the controllers in this way will not only reduce costs
but will also allow the students to gain the educational benefits immediately by utilising
existing skills gained playing games consoles rather than having to learn new skills in
using keyboards/pointing devices before achieving the benefits. The class teacher would
require no specialised IT skills to add content and configure the games.
Objectives:
• Develop easily configured and used games templates which will encourage
vocational learners to engage with group work and theory elements of the
curriculum.
• Apply pedagogical principles to the design of the game templates.
• Document a series of exemplar case studies to demonstrate the benefits of using
the games templates
• Produce pedagogical and operational support resources to assist in the adoption
and use of the games templates.
• Evaluate the effectiveness of games in engaging vocational learners with group
work and theory elements of the curriculum.
3.
Overall Approach
3.1 Pedagogical Principles
The pedagogical principles which will be followed in the development of the xGame
templates are derived from the social constructivist approach. The design will take into
account cognitive and situational approaches to learning where there is a focus on
collaborative learning and on learning relationships with peers.
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3.2 Methodology
Set-Up Project Team –the key staff are already in place within the partners and many
have a history of working together. Their line managers have agreed to allow their time to
be bought out for the project activities which will allow the team to be assembled quickly.
Establish Reference Group – this will comprise key stakeholders including teaching staff
and learners. They will be consulted on the design and implementation of the templates.
Set-up Project Website – this will be regularly updated at key stages of the project.
Conduct Preliminary Background Research – This will include consultation with
stakeholders including the Reference Group and desk research on the use of games in
education. The purpose is to inform the design process.
Design Templates – these will be designed by a team containing curricular and technical
experts, making reference to the results of the Preliminary Background Research. The
Reference Group will be consulted at the final stage of this process and the designs
amended following this if required.
Develop and Test Templates – Templates will be constructed based on the designs
produced. This process will involve technical and design staff to ensure the templates are
both technically robust and users friendly. The templates will be tested with a small control
group and members of the Reference Group before proceeding to the pilot stage and
changes made as required.
Determine and Refine Baseline Measures – The project team will use findings from the
preliminary research and feedback from the Project Reference Groups to determine and
refine a series of baseline measures. These will be used to measure the effectiveness of
the collaborative games in engaging vocational learners with group work and theory
elements of the curriculum.
Pilot and Refine Templates with Student Groups – the completed templates will be
piloted with suitable “live” class groups. Evaluation will be integrated with the piloting of the
templates, rather than being purely an end of project activity. This will enable the
packages to be refined resulting in a closer match to stakeholders needs.
Evaluate the Pilot Result - The evaluation framework will be developed at the beginning
of the project, and reviewed in light of findings during development and piloting. A mixture
of qualitative and quantitative approaches is proposed to provide detailed evaluation
evidence. The evaluation process will also contribute to other project activities such as
identification and creation of case studies, and guidance for other institutions.
Prepare Case Studies – Case studies will be developed as a result of findings from the
piloting and evaluation activities. These will exemplify ways the templates can be used
effectively and will form part of the support resources for staff and institutions using the
templates.
Prepare User Documentation – a range of support resources will be developed including
a User Manual, Best Practice Guides, Guidelines, Procedures, Project Evaluations,
Development Standards, and Technical Standards.
Prepare and Submit Final Report – a final report will be prepared which will describe the
project methodology, summarise the evaluation results and provide recommendations. The
user documentation and case studies produced will be included as appendices.
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3.3 Important Issues
The following factors must be considered in relation to the games:
• Usability – they must be easy to use with no requirement for technical skills.
• Engagement – they must be interesting and encourage participation
• Collaboration – they must require team work to successfully complete them
The support documentation must be:
• aimed at a non-technical audience
• easy to read and navigate
• address all anticipated and observed support requirements
3.4 Scope and Boundaries
The project will concentrate exclusively on the collaborative use of the games by
vocational learners. The use of the games in a single player or networked multiple player
scenarios will not be examined.
3.5 Critical Success Factors
•
•
•
•
4.
The games must be easy to set-up and configure by non-technical academic staff.
The case studies must be interesting and relevant.
The support resources must address the anticipated and observed needs of staff and
learners whilst being .easy to understand and non-technical.
The games must be interesting and engaging for learners and encourage them to
collaborate with their peers.
Project Outputs
Deliverable
Description
Games templates
Four exemplar templates will be provided. These will be capable of
being re-purposed for a variety of topics and curricular areas.
A bank of example
games
Copies of each template will be made. Each copy will be populated
with content which is relevant for a topic within a specific curricular
areas such as: ESOL, Computing, Accounting, Hairdressing, and
Electrical Engineering
Instruction manuals
These will detail:
Case studies
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•
how the templates can be used to effectively support
learning and teaching
•
how to configure and use the templates
•
how to write imaginative and effective multiple choice
questions which can challenge students and test a wider
range of levels in Blooms taxonomy.
These will be based on the pilots. They will describe how the
templates were used in the pilots and highlight the lessons learned.
Project Acronym:
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Deliverable
5.
Description
Evaluation report
This will evaluate the process involved in the project and the results
which were achieved. Recommendations will be made on best
practice to adopt and critical success factors.
Knowledge and
Understanding
The project aims to build on previous CAA research and extend the
understanding of GBL by focusing on simple reusable collaborative
games where the evidence base is currently limited.
Project Outcomes
Outcome
Impact
Change
Increased student motivation
Increased attendance on
theory based subjects of
learners who are undertaking
a practical course.
Move from traditional lecture/
exposition (“chalk and talk”)
as the key learning strategies
for theory based subjects.
Increased student to student
interaction
Increased peer to peer
support throughout the
learning process and the
development of group work
skills. Higher level of
knowledge retention and
higher capabilities in
interpersonal skills.
Move from surface to deep
learning.
Increased learner
Positive student achievement Enhancement of the learning
engagement and participation and outcomes, enhancement and teaching experience
of collaboration
Increased use of ICT for
learning and teaching
Increase in the range of tools Enhancement of the quality
and techniques available for of the learning and teaching
formative assessment
experience
Reduced barriers to using
Ease of use should reduce
ICT for learning and teaching fear of new technologies for
learning and teaching
Increased use of a range of
ICT strategies for learning
and teaching
Evidence of the pedagogical Increased uptake of a range
advantages of using games in of ICT tools and techniques
an educational context
for learning and teaching
Increased use of a range of
ICT strategies for learning
and teaching
Enhancement of the quality
Stimulate institutional
decision makers and teaching of the learning and teaching
staff to think about alternative experience
methods of formative
assessment
Development of strategies to
include the use of ICT
throughout the curriculum for
learning and teaching
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Stakeholder Analysis
Stakeholder
7.
Interest/Stake
Importance
College Senior
Management
Enhancement of learning and teaching
through low cost use of ICT
High - Support is critical to
success
Teaching Staff
The provision of another tool to engage
learners in interactivity, group work and
the use of ICT for learning and teaching.
The key interest here is that it is simple to
populate with questions, easy to access,
portable and can be effectively used in the
classroom environment.
High - Engagement with
pilots and participation in
evaluation is critical to
success
Students
As a user students will be looking for new High - Engagement with
learning strategies that will engage,
pilots and participation in
motivate and increase attainment.
evaluation is critical to
success
Technical Staff
Ensuring templates are compatible with IT High - Engagement with the
systems
design/development stage
critical to success
Learning
Technologists
New simple tools to populate with
objective test questions.
High - Adoption of end
products is essential for
sustainability
Other Institutions Institutions in the sector will be interested
in gaining access to a low cost
collaborative teaching strategy making
use of ICT.
Medium - Widespread
adoption of end products is
essential for sustainability
JISC Community Interest will include all of the above.
Medium - Widespread
adoption of end products is
desirable for sustainability
Risk Analysis
Risk
Probability Severity Score
(1-5)
(1-5)
(P x S)
Action to Prevent/Manage Risk
Key staff leave
2
2
4
Documentation of project activities
will facilitate the induction of new
project staff. Sharing of activities
will lead to sharing of skills and
knowledge. High commitment
of staff to their positions.
Major IT Systems
failure
1
5
5
Secure backup procedures will be
established. Hardware with built in
resilience will be utilised
throughout the project.
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Risk
8.
Probability Severity Score
(1-5)
(1-5)
(P x S)
Failure to obtain staff
buy-in.
1
4
4
The project has strong support
from the College senior
management including the
Principal
Project team
members do not
have a clear
understanding of the
project aims and their
roles in achieving
these.
2
3
6
Project roles will be clearly defined
and robust communication
mechanisms will be established to
ensure clarity and a common
understanding of the project aims.
Work with Synthesis and Support
team.
Project delays and
scope creep
2
3
6
Robust project management
procedures will be implemented to
monitor and manage progress.
Data loss
1
5
5
Secure backup procedures will be
established.
Standards
Name of standard or
specification
Version
Notes
Visual C#
2008
Games Templates
Microsoft XNA
3.1
Games Template Interface to xBox controllers
pdf
9.
Action to Prevent/Manage Risk
Project documentation
Technical Development
The games will be developed using Microsoft Visual Studio 2008, using specifically Visual
C# 2008 and XNA 3.1. The games will be played using wireless XBOX360 controllers
along with the USB PC receivers for these controllers. Change control procedures will be
an integral part of the development process.
10. Intellectual Property Rights
The project will use non-exclusive Creative Commons and GPL licences which unless third
party restrictions apply:
• allow project outputs and deliverables to be made available free at the point of use to
the UK HE and FE community in perpetuity in a manner specified by JISC
• allow JISC and its partners to utilise, archive and disseminate the project outputs and
deliverables
• allow project outputs and deliverables to be deposited in Open Jorum or any other
repositories specified by JISC
Where third party works are used the project will where possible negotiate with the
copyright holders to obtain clearance to make the outputs and deliverables available as
widely as possible whilst also protecting the rights of any third party copyright holders.
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Project Resources
11. Project Partners
Partner:
Anniesland College
19 Hatfield Drive
Glasgow
G12 0YE
Tel:
Fax:
Email:
0141 357 3969
0141 357 6557
[email protected]
Partner Role:
•
•
•
•
•
•
•
•
•
Consortium Agreement
signed:
It is planned that this will be prepared and agreed no
later than 14th March 2011
Project Managing Partner Activities
Participation in Steering and Operational Groups
Operation of Partner Reference Group
Research
Template Development
Piloting
Evaluation
Authoring Partner Case Studies
Contribution to Final Report
The presence of a partner college in the Project Team will offer a number of benefits
including:
•
The ability to pilot the developed templates with a wider and more diverse range of
student groups.
•
Greater stakeholder input through the formation of a second reference group in the
partner institution.
•
Access to the partners knowledge and experience in the use of educational games.
•
Access to existing research findings and expertise within the partner.
•
Access to specific technical development skills within the partner.
12. Project Management
12.1 Project Management Framework
Project Steering Group: this will be chaired by the Chief Information Systems Officer
from Reid Kerr College and will have representation at senior level from the consortium
members. The Project Manager will participate in the group, where they will report on
progress, risks, problems and issues and act as a link to the Operational Group. Additional
staff with specialist knowledge may be invited to attend specific meetings as required.
They may also choose to take advice from third parties as is required.
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The Project Steering Group will meet at pre-determined key points in the project lifecycle.
Additional meetings may be called on the advice of the Project Director or Project
Manager.
The remit of the Steering Group is to:
•
Steer and guide the project
•
Review progress and outputs
•
Review outcomes and their impact on the community
•
Advise the project team
•
Represent the interests of the project partners
•
Agree important decisions and changes to plan
•
Discuss risks, problems, and issues, explore solutions, and identify any that should
be escalated to the programme manager
•
Formative evaluation – reflect on how things are going and what could be
improved.
Operational Support Group: this will consist of key operational staff within the partners
who will provide a linkage between project staff, institutional resources and Senior
Management in order to support the project teams. This group will report to the Project
Steering Group and will prepare recommendations for their approval. The group will meet
monthly during academic terms and be chaired by the Project Manager who will report on
its activities to the Project Steering Group.
The remit if the Operational Support Group will include:
•
Review progress and outputs from operational activities
•
Formulate operational approaches to achieve strategic aims and objectives defined
by the Steering Group
•
Discuss operational problems, and issues, explore solutions, and identify any that
should be escalated to the Steering Group
•
Provide a central communication mechanism for operational staff in both partners
•
Carry out self evaluation on operational activities
Reference Groups: these will be established in both partners. The reference groups will
broadly operate as focus groups who will provide an end-users perspective at key stages
of the project. These groups will contain a representative cross section of students,
academic staff and learning support staff. The group will provide input and feedback to the
project at key stages including research, development, testing and piloting.
Project Director: they will have responsibility for the day-to-day strategic management of
the Project. They will:
•
Develop and oversee project management systems and procedures.
•
Manage budgets and produce summary reports for the Steering Group
•
Develop and oversee IPR procedures including clearance, recording and licensing.
•
Provide strategic advice to the Project Manager
•
Report to the Steering Group
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Project Manager: they will ensure planned project outcomes are delivered to time and
budget at minimum risk whilst ensuring that the project stays within its defined boundaries.
They will also help to develop effective working relationships within project teams and
establish effective communications with key stakeholders.
Administrator: they will provide administrative assistance to the Project Manager and
Director. They will also provide administrative support on an ad hoc basis to other
members of the project team.
Researchers: they will consult with stakeholders including the Reference Group and carry
out desk research on the use of games in education. The purpose is to inform the design
process.
Development Team: they will be drawn from both partners. The team will employ a range
of skills to produce the games templates. They will design, build and test the templates.
Skills used will include analysis, design, coding and graphic design.
Pilot Staff: academic staff in both partners will pilot the templates with their class groups
and assist in the collection of evaluation data.
12.2 Project Team
Role
Name
Contact Details
Project Director
David Dyet
ICT Systems Manager
Reid Kerr College
Renfrew Road
Paisley
PA3 4DR
0141 581 2294
[email protected]
Project Manager/
Researcher
Joan Archibald
Learning Technologies Manager
Reid Kerr College
Renfrew Road
Paisley
PA3 4DR
0141 581 2123
[email protected]
Administrator
Emma Hanna
Online Co-ordinator
Reid Kerr College
Renfrew Road
Paisley
PA3 4DR
0141 581 2319
[email protected]
Developer (Games)
David Renton
Extended Lecturer in Computing
Reid Kerr College
Renfrew Road
Paisley
PA3 4DR
0141 581 2431
[email protected]
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Role
Name
Contact Details
Developer (Web/Games) Kenneth Robb
Systems Developer
Reid Kerr College
Renfrew Road
Paisley
PA3 4DR
0141 581 2165
[email protected]
Developer (Graphic
Design)
Marianne Gill
Multimedia Creative
Reid Kerr College
Renfrew Road
Paisley
PA3 4DR
0141 581 2276
[email protected]
Developer (Games)
Joseph Mills
Learning Technologist
Anniesland College
Hatfield Drive
Glasgow
G12 0YE
0141 357 6123
[email protected]
12.3 Training Needs
The project team has no identified training needs at this stage.
13. Programme Support
The project team has no identified support requirements at this stage.
14. Budget
The total project cost is estimated at £89686 of which £40874 (46%) will be contributed by
the project partners. The balance of £48812 will be contributed by JISC.
The detail budget is included as Appendix A.
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Detailed Project Planning
15. Workpackages
The project contains seven main workpackages1:
1.
2.
3.
4.
5.
6.
7.
Set-up Project
Research
Development
Pilot
Evaluation
Documentation
Interim Report
16. Evaluation Plan
It is proposed to gather evaluation evidence using a mixture of qualitative and quantitative
approaches. Evaluation activities will be integrated with the project activities rather than being
purely an end of project activity. This will enable the packages to be refined as the project
progresses resulting in a closer match to stakeholders needs. The evaluation process could then
continue to be used after the project is completed.
The evaluation framework will be developed at the beginning of the project, and be reviewed in
light of findings at each stage of the development and piloting. \for example the project team will
use findings from the preliminary research and feedback from the Project Reference Groups to
determine and refine a series of baseline measures. These will be used to measure the
effectiveness of the collaborative games in engaging vocational learners with group work and
theory elements of the curriculum.
Some examples of the areas which are likely to be included within the evaluation are provided
below. These will be revised and added to as necessary through discussion with the Project
team. The evaluation process may then also contribute to other project activities such as
identification and creation of case studies, and guidance for other institutions.
Timing
Sept/ Oct
2011
Factor to Evaluate
Review of xGame
templates covering: ease
of use, relevance to
course content, support of
learning, quality, features,
engaging and interactive,
feedback, perceptions,
support/training required,
instructions, value as a
teaching tool, impact etc.
The following groups will
be targeted: reference
group, learners and
lecturers
1
Questions to Address
Factors to be be evaluated:
• ease of use
• equality and divesity
• relevance to course content
• support of learning
• quality
• features
• engaging and interactive
• feedback
• perceptions
• support/training required
• instructions
• value as a teaching tool
Method(s)
Survey
supplemented
by interviews,
focus groups
and
observations.
Measure of
Success
Stakeholders
are
enthusiastic
and want to
use the
templates.
Student
engagement is
improved.
These are described in Appendix B which contains: a) a summary schedule, b) a detailed schedule for the
workpackages/component activities and c) a detailed Gantt chart illustrating the scheduling and dependencies
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Project Acronym:
Version:
Contact:
Date:
Timing
xGames
1.1
David Dyet
22 March 2011
Factor to Evaluate
Questions to Address
Method(s)
Measure of
Success
• impact
Nov/ Dec
2011
Success in the
achievement of the
projects aims
• Have the project’s aims and
objectives been achieved?
• Have stakeholder requirements
been met?
• Have the levels of collaboration
and engagement increased
from the baseline measures?
• What lessons have been
learned?
• Do the partners have plans for
further development/roll-out?
• Have unexpected benefits been
realised?
All of the
Review of
documentation, project aims
discussion with and objectives
are achieved
project team,
or exceeded.
interview with
reference group,
College
management
and other key
stakeholders;
evaluation at
dissemination
event(s) and the
wider community
17. Quality Plan
Output
Timing
Games Templates
Quality
criteria
June 2011
Error
checking
June 2011
QA method(s)
Systematic error
checking by
developers using test
data.
Evidence of
compliance
Quality
Quality tools
responsibilities (if applicable)
Test results
Joan Archibald
Usability inc User trials with
equality and reference groups and
diversity
members of
operational group.
Feedback from
Reference and
Operational Groups
Joan Archibald
June 2011
Portability
Consistent results on Joan Archibald
different platforms/
systems
September
2011
Usability inc Pilot implementation
equality and with live student
diversity
groups.
Testing on a range of
different Windows
platforms/ systems
Output
Timing
Feedback from Pilot
students and staff.
Joan Archibald
Questions used in games
Quality
criteria
QA method(s)
Evidence of
compliance
Proof reading by
specialist academic
staff
Proofing reports.
Joan Archibald
Feedback reports.
Joan Archibald
August
2011
Spelling,
grammar
and
structure
September
2011
Educational Review by Reference
value
Group and Pilot
participants
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Quality
Quality tools
responsibilities (if applicable)
Project Acronym:
Version:
Contact:
Date:
xGames
1.1
David Dyet
22 March 2011
Output
Timing
Instruction manuals
Quality
criteria
QA method(s)
Evidence of
compliance
August
2011
Spelling,
grammar
and layout
Proof reading by
specialist academic
staff
Proofing reports.
September
2011
Readability,
Usability,
accuracy,
equality and
diversity..
Review and use of the Feedback reports.
manuals by members
of the Reference
Group and Pilot
participants
Output
Timing
Quality
Quality tools
responsibilities (if applicable)
Joan Archibald
Joan Archibald
Documentation – Final Report and Case Studies
Quality
criteria
QA method(s)
Evidence of
compliance
Spelling,
grammar
and layout
Proof reading by
specialist academic
staff
Proofing reports.
Quality
Quality tools
responsibilities (if applicable)
Joan Archibald
Readability, Review by members of Feedback reports.
equality and the Steering and
diversity.
Operational Groups.
Joan Archibald
18. Dissemination Plan
Timing
Dissemination Activity
Immediate
Provide summary for JISC
Website
Throughout
the project
JISC Programme Meetings JISC and other
project teams
Share findings and
identify best
practice/problems
Throughout
the project
Project updates on partner
intranets and websites
Internal &
External
Stakeholders.
Awareness raising and • Aims and
dissemination of
Objectives.
findings.
• Progress
• Successes
Throughout
the project
Updating project website
Global
community.
Provision of detailed
historical and current
information relating to
the project activities
and progress
• Progress
• Outcomes
Throughout
the project
Online discussions and
postings
Global
community
Sharing knowledge,
Identifying best
practice and solutions
to issues encountered
• Progress
• Lessons
• Issues/ Solutions
Global
Awareness raising and • Aims and
From Spring Submitting articles for
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Audience
Purpose
JISC Community Provide project
overview and link to
the project for the
JISC community and
beyond
Key Message
• Aims &
Objectives.
• Contact Details
• Progress
• Successes
• Issues
encountered
Project Acronym:
Version:
Contact:
Date:
Timing
2011
xGames
1.1
David Dyet
22 March 2011
Dissemination Activity
publication to relevant
journals and newsletters
(both digital and printed)
Audience
Purpose
Key Message
community
dissemination of
findings.
Objectives.
• Progress
• Successes
• Issues
encountered
From Spring Project newsletter
2011
Global
community
Awareness raising and • Aims and
dissemination of
Objectives.
findings.
• Progress
• Successes
• Issues
encountered
From Spring Presentations at
2011
conferences and
workshops
Global
community
Dissemination of
findings
• Project findings
19. Exit and Sustainability Plans
Project Outputs
Action for Take-up & Embedding
Action for Exit
Project website
Maintain project website which acts as
a record of the projects activities and
outputs.
Games Template and
sample questions
Make available via the Project website, Include location of templates in
JORUM and other identified Open
dissemination activities/ materials.
Access repositories.
Documentation
Make Instruction Manuals, Case
Include location of documentation
studies, project reports etc available via in dissemination activities/
the Project website, JORUM and other materials.
identified Open Access repositories.
Project Outputs
Games Templates
This will be maintained for three
years after the project ends
Why Sustainable
Scenarios for Taking
Forward
Issues to Address
The documented
source code will be
capable of being further
developed and or
modified to expand
their scope or meet
specific requirements.
The source code will be
made freely available to the
wider educational community
under a GPL Licence.
Access, licences, support
and hosting.
Using a creative
commons licence and a
range of open access
repositories will address
all issues except support.
Inserting comments in
the code and providing a
quick re-purposing guide
will significantly reduce
support requirements.
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Appendices
Appendix A. Project Budget...................................................................................................... 19 Appendix B. Workpackages ......................................................................................................21 Page 18 of 25
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Appendix B. Workpackages
WORKPACKAGES2
Dates
1: Set-up Project
17/1/11 to 14/3/11
2: Research
31/1/11 to 25/3/11
3: Development
21/2/11 to 29/8/11
4: Pilot
29/8/11 to 14/10/11
5: Evaluation
17/10/11 to 24/11/11
6: Documentation
17/10/11 to 16/12/11
7: Interim Report
17/6/11
1
2
3
4
5
6
7
8
9
10
11
12
Members of Project Team
2
DD - David Dyet
JA - Joan Archibald
DR - David Renton
KR - Ken Robb
JM - J Mill
EH - Emma Hanna
See Gantt chart at end of this appendix for detailed schedule,
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MG - Marianne Gill
Project Acronym:
Version:
Contact:
Date:
xGames
1.1
David Dyet
22 March 2011
Project start date:
17th January 2011
Project completion date: 16th December 2011
Duration:
12 months
Workpackage and activity
Earliest
start
date
Latest
completion
date
17/1/11
14/3/11
1. Set-up project website
17/1/11
24/1/11
Live Project Website
2. Set-up project team and groups
17/1/11
28/1/11
Project Team in place. Minutes from initial
Steering and Operational Group meetings
3. Prepare Project plan
17/1/11
7/2/11
Approved Project Plan
DD/JA
4. Prepare Consortium Agreement
17/1/11
14/3/11
Signed Consortium Agreement
DD
Objective: to build on previous research and elicit the
views of stakeholders.
31/1/11
25/3/11
5. Conduct preliminary research
31/1/11
25/3/11
Research report
6. Consult reference group
18/2/11
25/2/11
Meeting summary report
Workpackage 1: Set-up project
Objective: to set up project structure and detailed plan.
Outputs
(clearly indicate deliverables & reports in
bold)
Milestone Responsibility
DD
1
DD/JA
WORKPACKAGE 2: Research
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2
JA
JA
Project Acronym:
Version:
Contact:
Date:
xGames
1.1
David Dyet
22 March 2011
Workpackage and activity
Earliest
start
date
Latest
completion
date
21/2/11
29/8/11
7. Consult reference group
21/2/11
25/2/11
Prioritised list of stakeholder requirements
JA/DR/JM/KR
8. Design Templates
28/2/11
8/4/11
Specifications for game templates
DR/JM/KR
9. Develop and test templates
11/4/11
3/6/11
Completed and tested game templates
10. Consult reference group
6/6/11
10/6/11
Feedback on templates
11. Populate templates
9/5/11
29/8/11
A series of populated templates ready for
piloting.
12. Prepare user documentation
9/5/11
26/8/11
User manual and guidelines
29/8/11
14/10/11
13. Pilot and refine templates
29/8/11
7/10/11
Refined templates
14. Gather evaluation data
29/8/11
7/10/11
Evaluation data
JA
15. Consult reference group
10/10/11
14/10/11
Feedback on pilot results
JA
17/10/11
24/11/11
17/10/11
24/11/11
WORKPACKAGE 3: Development
Objective:
WORKPACKAGE 4: Pilot
Objective:
WORKPACKAGE 5: Evaluation
Objective:
16. Evaluate pilot results
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Outputs
(clearly indicate deliverables & reports in
bold)
Evaluation report
Milestone Responsibility
3
DR/JM/KR/MG
JA/DR/JM
4
JA/EH/JM
JA/EH
5
6
JA
JA/DD
Project Acronym:
Version:
Contact:
Date:
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1.1
David Dyet
22 March 2011
Workpackage and activity
Earliest
start
date
Latest
completion
date
17/10/11
16/12/11
17. Prepare case studies
17/10/11
24/11/11
Case studies
18. Prepare final report
17/10/11
16/12/11
Final report
17/6/11
17/6/11
17/6/11
17/6/11
WORKPACKAGE 6: Documentation
Objective:
WORKPACKAGE 7: Interim Report
Objective:
19. Submit interim report
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Outputs
(clearly indicate deliverables & reports in
bold)
Interim report
Milestone Responsibility
JA
7
DD/JA
DD/JA
Project Acronym:
Version:
Contact:
Date:
xGames
1.1
David Dyet
22 March 2011
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