ucreate studio pilot: project plan - university of edinburgh€¦ · web viewcoding - bbc...

uCreate Studio pilot: Project plan

uCreate Studio pilot: Project planAuthor: Fiona Hale ([email protected])

Start Date: 1st October 2016End Date: June 30th 2017

Outline

This nine-month pilot project will aim to: establish a pilot Educational MakerSpace within an identified room in the central library (Room 1.12), evaluate its use during the time period and offer recommendations for taking the pilot forward.

ObjectivesThere are seven key objectives (each is a project work package) for this nine-month project:

1. Governance: a) A University steering group will be set up to oversee the pilot and b) An ISG task group will be set up to resource the pilot activities.

2. Resourcing required to operate a low-risk, digitally focused maker space will be sought: a) External contractor as Maker Space Manager to shape the facility and develop it into an efficient multidisciplinary co-working place and b) Student interns to support activities and events and digital office hours.

3. Room 1.12 will be redesigned to support a Maker approach to learning.4. The space will be appropriately branded and promoted to staff and students for Maker activities via

website, room, signposting and information presentations.5. A series of staff-led Maker and digital skills focussed activities will be co-ordinated in the space from

colleagues in ISG and academic groups. 6. Equipment required to operate a low-risk, digitally focussed maker space will be purchased.7. Reporting: a) An interim report will be submitted to the January steering group reviewing the work so

far, the events evaluation, the staffing concerns and outlining early recommendations to service and b) A final report will be submitted to the May steering group reviewing the nine-month pilot and recommending next steps regarding the space, while outlining associated resourcing requirements and risks.

Background

“What it means to be literate in the digital era of the twenty-first century is different than what was needed previously” (Jewitt, 2005)

‘Critical digital literacies’ and ‘digital media literacies’ are growing in importance for students in an educational context. Schools and Universities are increasingly exploring ways to extend the digital skills of students beyond those of keyboard/software skills and internet security awareness, to offer students opportunities to develop a full range of creative abilities with digital technology (Selwyn, 2011). These can include opportunities to play, to experiment as inquiry-based learning and problem-solving, to sample and ‘remix’ digital content, to collaborate, and explore new opportunities, to pool ‘collective intelligence’ to achieve a common goal (Jenkins, 2005).

Many other HE institutions have identified the need for a space in which experimentation and participation in new forms of digital creation can take place. At many Universities in the UK (see UCL Institute of Making, for example), places are emerging to help individuals experiment and innovate. These include tech shops, fab labs, makerspaces focused on makers, and hacklabs and repair cafés focused on fixers. Within hacklabs and repair cafés inventors, entrepreneurs, designers, engineers and hobbyists appear to be coming together to collaborate with a view to extending the life of products through repair and/or changing product functions, therefore extending the use of materials. Whether as hobbyists or professionals, Makers are creative, resourceful and curious, developing projects that demonstrate how they can interact with the world around them. MakerSpaces

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mailto:[email protected]


are not only a place where people build, learn, and hack for themselves, they are also spaces that generate community and connections between people.

An opportunity has been identified for the University of Edinburgh to pilot an Educational MakerSpace. This facility is intended to be staff-led and will encourage interdisciplinary collaboration within the wider university community. This pilot aligns to pedagogies that support active and authentic learning; builds staff and student creative confidence and digital skills; and impacts directly and positively on student experience. The University of Edinburgh is in danger of falling behind our competitors who are developing these collaborative spaces, for example:

UKCoventry, UCL, Liverpool John Moores, LSE, Glasgow Strathclyde, Edinburgh Napier have a MakerSpace strategy, staff and space.

USStanford create:space and MIT MakerWorks.

This is a risky and experimental area where many MakerSpace examples within Higher Education Institutions (HEIs) started with the philosophy of making the space available, accepting that failure was a possibility, but appreciating that creativity and innovation within the space and of the space takes time.

ScopeProject tasks, milestones and timelines (see Appendix 1) – email author for complete XLS.

1 a) University Steering Group

A steering group to be set up with representation from key stakeholders (Estates, EUSA, IAD, Academics (research and teaching), eLearning @Ed committee representative and ISG working group representative) - to meet regularly throughout the project to review progress and contribute to recommendations at the end of the project. Proposed to meet every 2 months throughout pilot.

Deliverables:First steering group meeting: 28th September and subsequent steering group meetings are 22nd November, 24th January, 21st March and 23rd May.

1 b) ISG Task Group

An ISG task group to be set up with representation across almost all ISG divisions, especially LSTS, EDE, DLAM, WGI and Digital Skills (all from LTW), Library and University Collections (LUC), ITI, and uCreate and Academic Support Librarians (from USD). The task group will meet regularly to plan, design, and evaluate ISG based engagement events within the space. Proposed to meet every month; scheduled for just after each steering group and again before the next steering group.

Deliverables:First task group meeting: 3rd October and subsequent scheduled meetings are 7th November and 5th December.

2 a) Resourcing / Contractor

This project has no people resource allocated and is planning on hiring an external contractor as Maker Space Manager to shape the facility and develop it into an efficient multidisciplinary co-working place.

2 b) Resourcing / Student Interns

This project has no people resource allocated and is therefore applying to the ISG Innovation Fund (Appendix 4) for funding to employ student interns to support the engagement activities and planned digital office hours.

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3 Room 1.12 redesign

Room 1.12, Main Library Meeting Suite, has been secured as a physical space for digital and blended creativity and innovation. R5oom 1.12 will build on the brand of uCreate in the Main Library (within User Services Division) by being called uCreate Studio.

Deliverables:Swipe access to the room installed.Webcam installation for safety and security.Storage boxes and shelving for equipment.Writeable walls.Moveable tables and chairs.Table top changes for creative working.

4 Branding and Promotion

The space will be suitably branded and promoted to staff and students.

Key Deliverables:Website design and development for gallery showcase.Room branding and library signposting.eLearning @Ed and ISG information events (with hands on opportunity).

5 a) Staff-led Events and Activities

uCreate Studio will be a space to support, but not limited to, the following activities (fully detailed in appendix 2):

Deliverables:ISG led, including, but not limited to:

Ada Lovelace Day - contribute to collective online knowledge base – 11th October 2016

DIY Film School - media making and editing – 26th October 2016 Micro-electronics - MakeyMakey Coding - BBC Micro:bit, Arduino and Raspberry Pi 3 Photogrammetry & 3D printing - sharing blueprints as OER Board Game Jam Internet of things (IoT)

Academic led, including, but not limited to: Teaching events within Children and Technology Course, MSc in Education via

Andrew Manches – 15th November 2016 Digital Humanities workshops, Beyond the Black Box, funded by the British

Academy AY2016/2017 via Anouk Lang – semester wide. Curriculum integrated 3d with students from Digital Humanities for Literary

Studies (both PG and UG) via Anouk Lang – semester 2. Ewan Klein, Internet of Things, Festival of Creative Learning – February 22nd to

24th 2017

5 b) Digital Office Hours

uCreate Studio will be a space to support “digital office hours”. The student interns will act as the “genius” within the space, available at set hours within the week, for staff and students to get support with their maker ideas – so called “digital office hours”. As part of the Digital Scholarship initiative, Anouk Lang has already piloted a series of "digital office hours" in 2015-16 in which a technical expert and a researcher were available for consultation by students or staff members wanting guidance on using digital tools for research projects.

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5 c) Members Only / Do it yourself

uCreate Studio will be a space to support “do it yourself” engagement. In many University maker spaces student members are at the heart of the space. MIT MakerWorks, for example, is a student run makerspace where students, faculty, and staff are allowed to work freely on any project they choose. The mission of MIT MakerWorks is to foster a student community in a hands-on learning environment where modeling, prototyping, and validation resources coexist. This type of interaction with the space will be encouraged in the latter part of the pilot (phase 2).

6 Equipment required

Initial digital kit will be ordered in preparation for current planned events. Other kit will be ordered on a “need for event” basis. Contingencies need to be put in place in relation to breakages with the pilot recommending what we do going forward.

7 a) Interim Report

Based on the monitoring and evaluation of the pilot an interim report will be submitted to the January steering group meeting, which will outline event evaluations, early recommendations for staffing, service, and moving forward. An application has been made to the ISG Innovation Grant to fund a student intern to support the critical evaluation of the Maker Space. The student will support the evaluation activities planned within, and of, the space over coming months.

Deliverables:Report detailing areas for improvement and areas of success (numbers of attendees, number of engagement events, and numbers of drop ins to digital office hours). Where areas for improvement are identified, costed recommendations will be provided, along with suggested timescales and order of priority.

7 b) Final Report Based on the monitoring and evaluation of the project the final report will be submitted to the May steering group meeting will recommend suitable options for:

a) Transitioning the space to full serviceb) Continued or re-focussed pilot or,c) Discontinuation of pilot.

Alignment to University strategy and drivers

Aligns to Student Experience - providing space for students to develop and be supporting in improving digital creativity. Aligns to Excellence in Innovation - with space to prototype and storyboard new collaborative innovation projects Aligns to Excellence in Education, allowing students a space for self directed learning through making, and where staff and students co create. Also provides space to support curricular design meetings. The proposal aligns also to the infrastructure enabler of the University strategy. The proposal aligns to people as an enabler, due to the learning potential for staff and students and the ability to work in partnership through use of a shared creative space and inclusive processes. The proposal aligns to life long community, as the space could be used for events with Alumni and industry involvement.

Risk Register / Risk Log

Ref Title Impact Probability Status Risk Owner Date of last review

1 Room 1.12 re-appropriated for other use

High Low Open / Room secured

Jeremy Upton

01/09/16

2 Estates Small Capital High High Open / Gillian Scott 27/09/16

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Works Grant 75,000 secured

3 Support for engagement events and digital office hours (PhD intern recruitment)

Medium Low Open / Innovation Fund secured

Fiona Hale 27/09/16

4 Support for kit procurement and space set up

Medium Low Open / Waiting on sign off

Fiona Hale 02/11/16

5 Expectation Management (this is a pilot)

High Medium Open Fiona Hale 14/10/16

6 Reputation (this project has secured a 75k budget)


7 Pilot deadline (in time for planning)


Risk 1: Venue (high risk and high probability)This project is dependant on the physical space it has been allocated, currently 1.12 in Main Library. It has been difficult to identify a space, which is suitable for the MakerSpace and although 1.12 has been allocated it is still under risk within this pilot as a possible “student study space”. If this space comes under risk we would need to look for other space immediately. The MakerSpace currently used for the Design and Technology PGDE students in Charteris Land, Moray House, has been approached as a possible alternate venue, if required. This space has been in place for almost 10 years now and is only in use for a few hours a week, across the 18 weeks of the PGDE.

Risk 2: Funding (high risk, high probability)This project is dependant on the funding received from the small capital works budget (£75,000 April 2016). The small capital works will procure the maker space equipment, redesign 1.12 so it is suitable as a maker space and fund the hiring of an external contractor to get the space up and running and to manage the initial engagement activities planned within the space.

Educational Design and Engagement (EDE) will give 0.4FTE to the pilot to get the engagement event programme established. EDE is not responsible for maintenance of kit and does not have the expertise to fix equipment in the room.

This project has no people resource allocated and is therefore applying to the ISG Innovation Fund (Appendix 4) for funding to employ student interns to support the engagement activities and planned digital office hours. The students will act as the “genius” within the space, available at set hours within the week, for staff and students to get support with their maker ideas – so called “digital office hours”. Ideally the students will be employed with varying backgrounds and skills, which has proven successful in other equivalent maker spaces. The digital office hours have run successfully for the past year in digital humanities, with Anouk Lang. As part of the Digital Scholarship initiative, Anouk Lang has already piloted a series of "digital office hours" in 2015-16 in which a technical expert and a researcher were available for consultation by students or staff members wanting guidance on using digital tools for research projects. The feedback on these office hours was positive, and those who could not make the set times requested more. The uCreate Studio would provide an ideal space to hold future office hours; indeed the most difficult part of setting up the office hours was finding a suitable space, particularly at times of the semester when block bookings made it impossible to find available rooms.

Milestones and work packagesProject tasks, milestones and timelines (see Appendix 1) – email author for complete XLS.

1. Create a University steering group of key stakeholders (Estates, EUSA, IAD, Academics (research and teaching), eLearning @Ed committee representative and ISG working group representative).

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2. Create an ISG task group - LSTS, EDE, DLAM, WGI and Digital Skills (all from LTW), Library and University Collections (LUC), ITI, and uCreate and Academic Support Librarians (from USD).

3. Branding, website, initial kit ordering

4. Hire an external contractor - we are looking for a highly motivated individual who is up for the challenge of shaping this facility and developing it into a staff-led, efficient, multidisciplinary co-working place.

5. Secure ISG Innovation Grant to fund student interns to staff and support the engagement events.

Key Stakeholders ISG Senior Directors ISG Task Group Academics, both research and teaching, across college and schools eLearning @Ed community Students Institute of Academic Development (IAD) Estates and Building (main project funders)

University Steering Group Melissa Highton (chair), LTW, ISG George Mcdougall, USD, ISG (for Bryan Macgregor) Jeremy Upton, L&UC, ISG Tony Weir, ITI, ISG Dave Reay, Geosciences, CSE Adam Stokes, Engineering, CSE Chris Speed, Design Informatics, CHAS Anouk Lang, CHAS Digital Scholarship, CAHSS Jeremy Knox, Digital Education, CAHSS Fraser Muir, Chief Information Officer, CAHSS Susan Rhind, Vet School, CMVM Gareth Clegg, Medical School, CMVM Gillian Scott, Estates and Buildings Brian Mather, eLearning@Ed community (and CMVM) Celeste McLaughlin, Academic Development for Digital Education, IAD Jenna Kelly, EUSA VPS Euan Murray, LTW, ISG Fiona Hale, LTW, ISG (and ISG Task Group representative)

ISG Task Group IS Corporate

o Sarah Gormley LTW Division

o EDE – Jo Spiller and Fiona Hale (steering group representative)o LSTS – Euan Murray and Stephen Dishono DLAM – Stephen Donnellyo WGI – Stewart Cromaro Digital Skills and Training – Andy Todd

L&UC Division o Gavin Willshawo Claire Knowleso Serena Fredrick

USD Division o Academic Support Librarian – Jenny Laudero uCreate – Lesley Pearson

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o Help Desk - TBC ITI Division

o Simon Chapple EDINA

o Lisa Otty

References

Hewitt, C (2005) Multimodality, reading and writing for the twenty-firstcentury¹ Discourse: Studies in the Cultural Politics of Education, 26, 3,pp. 315-331.

Jenkins. H (2005) Confronting the Challenges of Participatory Culture, Chicago, MacArthur Foundation

Selwyn, N (2011) Education and Technology: Key Issues and Debates. London:Continuum.

17th October 2016Email [email protected]

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mailto:[email protected]


Appendix 1 – Tasks, Milestones and Timelines

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Appendix 2 – Current Events Schedule (as of 28.09.16)

As mentioned many academics from across various schools and colleagues within Information Services are planning a suite of activities within the space (for staff and students). The student interns (employed from Innovation Grant money) are vital in supporting the planned activities.

Name School / Unit Planned Activity WhenEwan MacAndrew and Colleagues

LTW, ISG Ada Lovelace Day October 11th

Stephen Donnelly DLAM, LTW, ISG DIY Film School October 26th and semester 2Andrew Manches, with 25 students

Children and Technology course, MSc in Education

Littlebits, Makey Makey, Arduino November 15th and November 21st

Anouk Lang and invited academic facilitators

Digital Scholarship, College of Humanities, Arts and Social Sciences

A range of Digital Scholarship workshops, funded by the British Academy

October 2016 to May 2017 inclusive

Chris Speed and students Professor of Design Informatics, ECA A range of e-Textile workshops Two a semesterStewart Cromar WGI, LTW, ISG BBC Micro:bit October 11th and semester 2Stuart Nicol EDE, LTW, ISG Photogrammetry Two a semesterFiona Hale and Colleagues EDE, LTW, ISG ELDeR Workshops Three a semesterAnouk Lang and Colleagues Research, Digital Humanities Digital Office Hours One a monthCharlie Farley and Gavin Willshaw

EDE, LTW, ISG and LUC, ISG Board Game Jam November 19th 2016

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Appendix 3 – Current Budget & Spend (as of 28.09.16)

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Appendix 4

Innovation Fund: Student interns to support Maker Space activities

Submitted by: Dr Anouk Lang, Lecturer in Digital Humanities; Dr Andrew Manches, Lecturer in Children and Technology;and Fiona Hale, Senior eLearning Advisor, Learning Teaching Web Services, Information Services.

At many Universities in the UK (see UCL Institute of Making1, for example), places are emerging to help individuals experiment, make and fix products. These include tech shops, fab labs, makerspaces focused on makers, and hacklabs and repair cafés focused on fixers. Within hacklabs and repair cafés inventors, entrepreneurs, designers, engineers and hobbyists appear to be coming together to collaborate with a view to extending the life of products through repair and/or changing product functions, therefore extending the use of materials2. Whether as hobbyists or professionals, Makers are creative, resourceful and curious, developing projects that demonstrate how they can interact with the world around them3. MakerSpaces are not only a place where people build, learn, and hack for themselves, they’re also spaces that generate community and connections between people4.

A request is made for funds to employ student interns to support the current Maker Space pilot planned at the University. The students will act as the “genius” within the space, available at set hours within the week, for staff and students to get support with their maker ideas – so called “digital office hours”. The digital office hours have run successfully for the past year in digital humanities, with Anouk Lang. As part of the Digital Scholarship initiative, Anouk Lang has already piloted a series of "digital office hours" in 2015-16 in which a technical expert and a researcher were available for consultation by students or staff members wanting guidance on using digital tools for research projects. The feedback on these office hours was positive, and those who could not make the set times requested more. The uCreate Studio would provide an ideal space to hold future office hours; indeed the most difficult part of setting up the office hours was finding a suitable space, particularly at times of the semester when block bookings made it impossible to find available rooms. Ideally the students will be employed with varying backgrounds and skills, which has proven successful in other equivalent maker spaces.

In many University maker spaces students are at the heart of the space. MIT MakerWorks, for example, is a student run makerspace where students, faculty, and staff are allowed to work freely on any project they choose. The mission of MIT MakerWorks is to foster a student community in a hands-on learning environment where modeling, prototyping, and validation resources coexist.

Room 1.12, Main Library, has been secured as a maker space and builds on the brand of uCreate in the Main Library (within User Services Division by being called uCreate Studio. A request is made for funds to employ student interns to support the current Maker Space pilot planned at the University. The students will act as the “genius” within the space, available at set hours within the week, for staff and students to get support with their maker ideas. Ideally the students will be employed with varying backgrounds and skills, which has proven successful in other University maker spaces.

Anouk Lang has received funding from the British Academy to run a project, Beyond the Black Box, which will produce resources for learning digital humanities tools that are aimed at humanities and social science scholars but which contain a quantitative literacy and algorithmic literacy component. The uCreate Studio will be an ideal space for holding these workshops and others which run under the banner of the Digital Scholarship initiative, especially as it is located in the library and not in a building

1 http://www.instituteofmaking.org.uk/

2 http://cfsd.org.uk/sids/fusion/events/circular-economy-and-grassroots-innovation/

3 http://makermedia.com

4 http://www.custommade.com/blog/makerspaces/

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http://www.custommade.com/blog/makerspaces/

http://makermedia.com/

http://cfsd.org.uk/sids/fusion/events/circular-economy-and-grassroots-innovation/

http://www.instituteofmaking.org.uk/


located with a single school. Additionally many academics from across various schools and colleagues within Information Services are planning a suite of engagement activities within the space (for staff and students) and these student interns are vital in supporting the planned activities.

For example, but not limited to: Name School / Unit Planned Activity WhenEwan MacAndrew and Colleagues

LTW, ISG Ada Lovelace Day October 11th 2016

Andrew Manches, with 25 students

Children and Technology course, MSc in Education

Littlebits, Makey Makey, Arduino November 15th 2016

Anouk Lang and invited guest facilitators

Digital Scholarship, College of Humanities, Arts and Social Sciences

A range of Digital Scholarship workshops, funded by the British Academy

October 2016 to May 2017 inclusive

Chris Speed and students

Professor of Design Informatics, ECA

A range of e-Textile workshops October 2016 to May 2017 inclusive

Andrew Manches, public engagement

Children and Technology, School of Education

International Science Festival: Children and technology strand

April 2017

Stephen Donnelly DLAM, LTW, ISG DIY Film School Two a semester

Stewart Cromar WGI, LTW, ISG BBC Microbit One a semester

Stuart Nicol EDE, LTW, ISG Photogrammetry Two a semester

Fiona Hale and Colleagues

EDE, LTW, ISG ELDeR Workshop Three a semester

Anouk Lang and Colleagues

Research, Digital Humanities

Digital Office Hours Ongoing

Charlie Farley and Gavin Willshaw

EDE, LTW, ISG and LUC, ISG

Board Game Jam Two a semester

Project Costs:Total applied for: £5728.32Fiona Hale is already working on the Maker Space pilot project. The application here is for student interns to support the Maker Space activities, acting as the “genius” within the space, available at set hours within the week, for staff and students to get support with their ideas – digital office hours. The students will also support the activities planned within the space over coming months. Planning for the ongoing sustainability and resourcing of the Maker Space will be made via the Maker Space project.

Ideally we will employ 3 PhD students, with very different backgrounds and skills, employed over the duration of the project, at an equivalent of 6 hours per week per student. This represents the entire cost applied for: 3 x ((£8.84 x 6) x 4 x 9) = £ 5728.32

Project Timeframe:October 2016 to June 2017

Time Commitment:Fiona Hale from the Educational Design & Engagement team will support this work as part of the existing pilot project on Maker Space.

Day Job Coverage:Fiona Hale is already working on the Maker Space pilot project. The application here is for student interns to support the Maker Space activities.

Objectives:

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Edinburgh unique offer, student experience, digital skills, digital literacies, digital culture, innovation.

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Appendix 5

Innovation Fund: Domain of One’s Own to support Digital Literacy and as a Pedagogical Resource.

Submitted by: Karen Gregory, Lecturer in Digital Sociology, School of Political and Social Science; Jeremy Knox, Lecturer in Digital Education, School of Education and Professor Sian Bayne, Assistant Principal Digital Education; Fiona Hale, Senior eLearning Advisor, Learning Teaching Web Services, Information Services;and Alain Forrester, Service Manager, Applications Division, Information Services.

A request is made for funds to contract with a Domain of One’s Own 5(DoOO), which is a project organized and operated by Reclaim Hosting6. Reclaim Hosting provides hosting support for both students and faculty who would like to build and control digital spaces for personal portfolios and digital projects. A Domain of One’s Own enables an individual or a group to create a stand-alone and autonomous “domain”, which allows for direct control over their scholarship, data, and digital identity. Beyond Wordpress, DoOO provides full engagement with one’s digital footprint and, as such, it is a necessary scholarly and pedagogical resource that enables the cultivation of deep digital literacy skills. The University of Edinburgh would be one of the first institutions in the UK to take the lead on providing this digital architecture to students and faculty.

The department of sociology envisions a two-fold use for a DoOO, as both students and faculty would take to the platform. DoOO would be used as a hub for undergraduate and postgraduate student work. As the sociology department is launching a taught Masters in Digital Society, DoOO would be a foundational platform for all incoming programme students, who will use the space to conduct digital research, host digital work and multi-media, and develop professional, public-facing portfolios materials. DoOO will be taught in both MSc core courses (Issues and Concepts in Digital Society and Digital Research Methods) and will be as a teaching tool in those courses. Rather than simply make the platform available to students, it will be taught as a tool, which means students and faculty will use DoOO to take up issues of digital identity, digital mobility, labor in the digital economy, data and privacy, networked community, and the role of scholarship in a digital age. Work done in the MSc programme will be used as a model for digital work and this work will be translated to undergraduate courses, such as the existing Digital Culture honours course.

Additionally, the service would be embraced by other MA programmes in the department, such as the MSc in Global Social Change, where students regularly work with visual and digital methods and materials. For example, students in this programme have been learning the basics of network analysis in relation to larger issues of migration and globalization. DoOO would provide students with a digital space to conduct such analysis, as well for such research to produce a public-facing, civic-minded contribution on the Internet.

DoOO would also be of use to post-graduate students who are interested in cultivating a personalized web portfolio or who are currently engaged in public-facing, digital research projects that require a web presence. DoOO provides the optimal digital environment within which to teach students, both undergraduate and post-graduate, about the possibilities of digital scholarship, as well as about the ethical obligations and challenges of producing scholarly work in public, civic spaces.

Finally, DoOO would be embraced by faculty in the sociology department who would like to operate their own domains, for either research purposes or for the production of a digital portfolio.

The Digital Education team at the School of education will make use of DoOO as the central platform for the course ‘Education and Digital Cultures’, part of the fully online Masters programme in Digital Education. This course has pioneered methods of open, public teaching and learning, and DoOO will enhance the provision of innovative services in this area. Students will use DoOO to host and share

5 http://umw.domains/about/

6 https://reclaimhosting.com/

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https://reclaimhosting.com/

http://umw.domains/about/


coursework, network and communicate with peers, collect and display automated web feeds, and enhance their skills in cultivating a public-facing portfolio of work. The innovative structure of DoOO will allow this to function in ways not possible with existing tools, and will demonstrate the programme’s continued engagement with inventive and experimental approaches to online education.

Project Costs:Total applied for: £2200.00

The grant application will pay for a shared web hosting and domain with ID protect which would cost $32 per account per year (or £24 per account per year) per account. For this initial pilot we require 50 accounts, which will cost $1600 (£1200). Reclaim Hosting would coupon codes for faculty and students to sign-up with so there would be no money needed at sign-up. Required support from ISG Applications Division in relation to consultancy, set up and support would be £1000 for 3 days work.

Dr Gregory and Dr Knox will work on this as part of their teaching and research time commitments.

Fiona Hale from the Educational Design & Engagement team will support this work as part of the existing pilot project on Maker Space.

Project Timeframe:September 2016 to June 2017

Time Commitment:Dr Gregory and Dr Knox will work on this as part of their teaching and research time commitments.

Fiona Hale from the Educational Design & Engagement team will support this work as part of the existing pilot project on Maker Space.

Day Job Coverage:Fiona Hale from the Educational Design & Engagement team will support this work as part of the existing pilot project on Maker Space. Planning for the ongoing sustainability and resourcing of the Maker Space is being made via the Maker Space project.

Objectives:Edinburgh unique offer, student experience, digital skills, digital literacies, digital architecture, digital culture, innovation.

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