Brookes teaching fellowship application final by Laura Azevedo

Brookes Teaching Fellowship Application 2012

Laura Novo de Azevedo

In this application I am proposing an innovative and inspiring Teaching Fellowship that seeks to develop an academic culture based on open and flexible learning and teaching. In this application I demonstrate my engagement and commitment to improving both the learning and teaching experience at Brookes and other universities where I have worked. My teaching career started in Brazil in 1995 where I taught architecture and urbanism in the Course of Architecture and Urbanism at the Catholic University of Pelotas. There I was involved in the creation and coordination of the Group of Urban Studies (GUS) which adopted a model of participatory urban design bringing students, staff, local councils and communities together to tackle urban planning and design issues(Azevedo, 2001). Since arriving at Oxford Brookes in 2002 to undertake a PhD in Urban Design I have been teaching in the Joint Centre for Urban Design in the Department of Planning, first as an Associate Lecture (2003-2008) and more recently as a Senior Lecturer (from 2008). In addition to teaching in the university sector I also have been involved in teaching in the community, for example, adult learners in Rose Hill, Oxford, to assist them in developing their skills in media production and also urban design and young people to create an understanding of initials concepts on urban design (Urban Buzz project). I am committed to understanding theory and practice in relation to learning and teaching. To develop my understanding I have completed courses and participated in specialist workshops on flexible and online learning such as Extending your online course (OBU), New Places to Learn (TALL, Oxford) , Ripple Workshop (OBU). Whilst committed to achieving and promoting high standards in education in general I am particularly interested in developing a highly engaging learning environment for urban designers and I have been an active participant of the Urban Design Education Symposium (UDES) promoted by the Urban Design Group (UDG) to explore ways urban design education can be made more responsive to aspiring urban designers and more relevant to a rapidly changing societies and technologies. My recent focus has been on increasing openness and flexibility in learning and teaching in urban design by taking advantage of existing and evolving technology. I was successful in achieving an Innovation in Teaching grant from the Higher Education Academy (HEA) for my proposal, ‘The Power of Experience’ (Azevedo, 2012) which employed mobile lectures with undergraduate studies in planning. This allowed me to develop urban design lectures involving a significant proportion of flexible learning using open source material. It demonstrated how students benefited from having additional material online that could be used flexibly to reinforce their learning. The positive experience that the module had on students was recognised at the last periodic review of the Department of Planning: ‘Students praised Module U37709 Urban Design and Development in particular because of the way in which it incorporated the use of podcasts and employed varied technology-based assessments, which encouraged involvement of all students and accommodated their various levels of technical ability’ (FTDE, 2011). The Head of the Department of Planning has commended me on the positive impact I have made on the students’ experience and the efforts I have made to improving the teaching environment (and getting other ‘more sceptical’ colleagues on board!) The project I am proposing as part of this teaching fellowship has the potential to add to this already positive practice and widen the impact to other departments at Brookes as well as provide an informed platform to impact communities of practice internationally. Influencing and inspiring students’ learning During my career at Brookes I have encouraged colleagues to engage with innovative teaching methods and assessment types that are recognised as supporting and improving the student experience in planning and urban design. The project ‘The Power of Experience’ is recognised as one of the positive changes impacting Brookes students’ learning experience and has featured in the Unseen Changes project (#22 Your Learning – Podcasts help Urban Design students build their learning through Oxford (http://www.brookes.ac.uk/unseen). I have received positive feedback from undergraduate students in the way the methods I have used have engaged them particularly those who are less motivated in this field. For example, one student commented: ‘the use of the mobile lectures has greatly increased my interest in the course overall, I have problems being distracted during class and I tend to lose interest, however this way, out in the field I find that I am enjoying all aspects of the course… (Robyn Lamminam, UG student)’. I strongly believe that learning should not be confined to the classroom and I aim to support a wider learning experience by encouraging students to engage with extra curricular activities such as participating in conferences and international competitions. I have been proactive in encouraging students to present papers at conferences and this has resulted in two co-authored papers being accepted for the Brookes Learning and teaching Conference and another paper that I co-authored with a student was recently published (Azevedo and Fett, 2012). My motivation for encouraging students to engage in extracurricular activities is the enthusiasm they feel because of the sense of engagement and empowerment illustrated by this comment by one Masters student: ‘I have been asked to present my dissertation at a conference this year in Glasgow...thanks to your suggestion of applying to IAPS. So thank you - I am delighted to be offered the opportunity and really want to be able to discuss my topic further with delegates (Rachel Walmsley, MA student)’. Last semester I encouraged two second year undergraduate students taking an urban design module to participate in an international urban design competition in Brazil. Although the students didn’t win there was a sense of pride and achievement for having participated. The way I seek to engender enthusiasm for my field amongst students is by encouraging them to develop a curious, critical and independent mind. This means my lectures are tailored not only by the urban design content and learning outcomes but also by an applied understanding of the needs, desires and expectations that the diversity of our students bring to the classroom. Students have recognised the effect that this has had on their learning and understanding and I have received accolades from teaching colleagues within the Department, for example: ‘I have

worked with Laura for around five years. In that time she has had a profound and positive effect on the quality of the work being produced by all the students taking our urban design modules in the Dept of Planning and Oxford Brookes. She energises and inspires students to "think outside the box", to use new techniques and technologies and to present their work in a thoroughly professional manner (Dr. Jon Cooper, Senior Lecturer in Planning and Urban Design)’. The impact of my practice in inspiring and influencing students has also been recognised outside Oxford Brookes University following presentations I have given to a variety of audiences more recently at a MAKE Together session organised by the University of Oxford (http://blogs.oucs.ox.ac.uk/itlp/2011/06/26/make-together/): ‘…she has encouraged this ‘can do’ attitude in her students. Rather than burdening them with lots of documentation on ‘how to use an iTouch’ or ‘how to edit a video’ or ‘how to whatever’, she sets her students tasks, encourages them to work together, and lets them loose’ (Baker, 2011). As part of the work developed through a Santander Universities scholarship with three Universities in the south of Brazil, I have also been able to inspire students abroad to engage with the subject of urban design and again have received positive feedback: ‘For sure you have changed my understanding of urbanism, the concepts that you presented in your lectures made me reflect about urbanism in a way that I had never experienced before... Thank you for your support and for the transformative ideas that you passed to us at PUC_RS (Matheus Simon, undergraduate student at PUC-RS, Brazil, translated)’. Influencing and inspiring colleagues’ teaching I have been working in collaboration with colleagues at the Joint Centre for Urban Design to review the entire Masters programme in urban design. This has generated a noticeable improvement in quality of student work as well as our own teaching practices recognised by the Head of the Department and the subject coordinator: ‘Laura has been highly influential in developing new approaches to pedagogy of teaching and learning’ Dr. Georgia Butina Watson, Head of the Department of Planning). ‘I can without fear of contradiction say that she has brought an entirely fresh approach to the JCUD's teaching and learning - in both theory and practice. In particular, she has influenced especially the more mature members of the team, staff in terms of re-thinking how they engage students in the learning process’ (Alan Reeve, Subject Coordinator for Urban Design). The increased use of technology by colleagues in the department of planning is direct related to dissemination of my practice: ‘Laura's inspirational attitude and enthusiasm also positively affects the staff that she comes into contact with. Working with Laura has certainly re-energized my working practices and material. Due to her example I have also grasped new teaching technologies and techniques and in turn these have greatly improved the student experience and student attainment (Dr. Jon Cooper, Senior Lecturer in Planning and Urban Design). I have provided support and mentoring to old and new members of staff in relation to their teaching practices by presenting my work in a variety of forums – staff development days, research seminars and individual mentoring meetings and again have received positive feedback: ‘Laura’s support and mentoring have been invaluable in helping me to gain confidence and experience in lecturing’ (Marta Bou, Associate Lecturer in Planning). Finally, I am proud that the innovative pedagogic practice that I have been developing in the department has been recognised within the Faculty by the Associate Dean Student Experience (Helena Webster, 2012). Innovation and development of practice As a result of a Higher Education Academy grant on Innovation in Teaching I have disseminated innovation and excellence to a variety of audiences by publishing (Azevedo, 2011 and 2012) and presenting my work on forums both nationally and internationally. The engagement with improving the overall student experience in the planning department has been recognised in the latest Periodic Review of the Planning Department ‘Students praised Module U37709 Urban Design and Development in particular because of the way in which it incorporated the use of podcasts and employed varied technology-based assessments, which encouraged involvement of all students and accommodated their various levels of technical ability’ (FTDE, 2011). My innovative approach to teaching was also presented to Oxford University’s academics and researchers in the Make Series ‘The work of Laura Novo de Azevedo should be an encouragement to anyone who thinks that using technology in teaching is too difficult for them. Laura is a self-confessed ‘non-geek’ who has no computing background but who has successfully integrated web sites, blogs, wikis, videos, use of iTouch and more into her teaching (Baker, 2011)’. Since undertaking the PCTHE course at OBU I have been actively involved in discussing learning and teaching practices at the department, faculty and university levels. This year I am a member of the committee organising the Brookes Learning and Teaching Conference and have been engaged in maintaining the discussion on teaching quality in the department of planning (‘Laura has also disseminated her teaching methods to other colleagues in planning and urban design at Oxford Brookes University, as well as in Brazil, which is now inspiring many colleagues to utilise mobile technologies and multimedia techniques in their teaching’, Dr. Georgia Butina Watson, head of the Department of Planning). I have also participated in the Ripple project presenting the work developed in the Power of Experience project as an example of small OER and as a consequence I have coordinated a group that met during the first semester of 2011-2012 to discuss the need to develop an OER for urban design. This group had the special quality of being very diverse in its composition involving undergraduates and graduates students, PhD researchers, academic and support staff from the department of planning and the media workshop. I was successful in receiving a scholarship from the programme Santander Universities to extend the project The Power of Experience to the international context. Last April I conducted workshops in four universities in southern Brazil on issues related to urban design using the same teaching and learning approach as I currently adopt at Brookes - encouraging students to work with videos and social media. This work has been fundamental for the internationalisation of the curriculum in urban design and is currently being developed as a research proposal on cross

cultural urban design. The work in Brazil has helped to strength the links with a strong international community of practice (‘Her work with the Universities in Brazil is opening up many opportunities for the cross-national working between students and staff, from different academic institutions’ Dr. Georgia Butina Watson, head of the Department of Planning). Personal reflections on practice I adopt inclusiveness and respect as a core value permeating my professional life and my teaching practices. Creating a learning environment that is exciting was the trigger for pursuing the Innovation in Teaching Grant from the Higher Education Academy that allowed me to develop as a lecturer and to make an impact on the student experience at the Department of Planning at Brookes. My commitment to respecting the individual learner encourages me to listen to students and to develop and adapt my teaching to incorporate elements that will be responsive to their wishes and expectations at the same time that deliver the best quality teaching. The diversity of students in the Department of Planning is a constant reminder of the richness of our resources for the development of knowledge. The celebration of this diversity is at the centre of this proposal and reflects my enthusiasm for working with students to produce the best learning experience in urban design. Exposure to an international array of information on the subject is key to develop critical thinking and my efforts to keep strong links with the international community of practice are also driven by the belief that we all have a great deal to learn from knowledge developed in other parts of the world. This diversity, however don’t only comes from outside it is also reflected in the complex structure of learning environments that we have at Brookes and I have made an effort to, whenever possible, encourage interactions between students at various levels – undergraduates, graduates, PhDs – and academic and support staff by, for example, holding meetings to discuss how to improve the learning experience of those undertaking urban design modules (the meetings to discuss this proposal for example) and co-authoring papers with undergraduate and postgraduate students. Since 2011 I am increasingly adopting an open approach to my teaching practices influenced by the benefits that it can bring to both my development - for example benchmarking my own practice in terms of content, approach and addressing learners’ specific needs through providing opportunities for supplementary learning, skills development and presenting content in different ways to address students’ interests and preferences (Masterman & Wild, 2011). This proposal is a further step into a more democratic and exciting learning and teaching experience and should be built in the same philosophy of collaboration and interaction that I base my current teaching. Proposed Fellowship Project – Developing an open social collaborative learning community in urban design. Aim The project aims to foster a collaborative, high quality learning culture in the discipline of urban design by bringing together several disparate developments already initiated. By creating an online open educational resource based on social learning principles, and with other international partners, the project enables staff and students at OBU to adopt innovative ways of using technology for learning in the discipline and therefore supports the University’s strategic aim to ‘ensure that learning and teaching are at the leading edge and relevant to contemporary contexts (OBU, 2010)’. The project will provide a place where students can extend their classroom content and learn independently and creatively both by contributing to, evaluating, and using the webplace (Figure 1).

Figure 1 ‐ conceptual diagram highlighting the social and collaborative community proposed.

Impact and Innovation (based on evidence from NSS 2009/10 & White and Manton, 2011) The project will innovate and impact on the student experience by: • • • • •

developing a social and collaborative culture in the way students and staff learn in the field of urban design; encouraging pedagogical innovation by integrating in the curriculum tools for a student population that is ‘digitally wired and multimedia orientated’ through a strong presence online and links with social media; providing new modes of delivery and engagement to enhance the student learning experience within current staff resource; reinforcing the identity of the urban design discipline at OBU and work as a catalyst for the currently fragmented academic production; Providing an open and accessible platform for knowledge transfer and international partnerships;

Objectives 1. To develop a framework for the engagement of students and staff at Brookes in the development of high quality open resources in urban design; 2. To expand the framework to international contexts to provide a cross cultural perspective in the development of high quality open resources in urban design; 3. To implement the framework developed in objectives 1 an 2 at Brookes and international universities (Brazil, China and possibly Russia) where links already exist; 4. To develop and publish a web based multimedia open educational resource that is highly interactive and has a strong social character to host the content produced from the implementation of the framework above (objective 3); 5. To disseminate and encourage engagement with the community at national and international universities as well as professional bodies in urban design to stimulate its use; 6. To develop and implement a robust framework in order to evaluate the project and reflect on how it could be improved and enhanced; 7. To generate recommendations on the development of a social and collaborative learning system through an online OER at local (OBU) and international levels (see dissemination strategy); Development Stages Preparation – this stage refers to objectives 1 and 2 and involves: a) developing a training plan for staff and students at the Department of Planning to foster the necessary skills and a shared culture of collaborative learning. The training plan will incorporate workshops on: copyright and licensing issues, staff and students’ digital literacy, written and visual communication, video production and editing skills; b) developing a strategy for contributions in conjunction with existing partners at international universities (Brazil, China and possibly Russia). The work will be developed with lecturers involved in the Santander Project (see above) and with alumni currently teaching urban design in Chinese and Russian universities; c) engaging with students, researchers and lecturers in urban design to develop a sustainable plan of contributions and usage within the existing curriculum which will incorporate material produced every semester from modules, research and consultancy work; d) working with staff and students (undergraduates, postgraduates and research) in urban design to develop a peer review model for submissions to the webplace. This model should become a permanent feature of these programmes and act as part of students development process; Implementation – this stage refers to objective 3, 4 and 5 and involves: e) delivering the training programme developed in item ‘a’ above; f) working closely with staff and students at OBU and international universities throughout the academic year to support and encourage engagement with the plan of contributions to produce high quality material for publication which complies with academic standards and copyright issues. The peer review system (item ‘d’ above) will also be supported during this stage; g) developing and publishing a highly attractive, interactive and socially connected webplace to host open content generated from item ‘f’ above; h) to implement a robust strategy for dissemination of the webplace which promotes its use within a learning context, reinforces the identity of the urban design discipline at OBU and reinforces its role as a reliable and high quality tool for knowledge transfer. Evaluation – This stage focuses on objective 6. End results will be used to refine the project. The effectiveness and impact of the project will be evaluated against a series of key questions developed from the initial framework focusing on topics such as impact on student experience, reinforcement of the urban design discipline identity at OBU and usefulness of the tool for knowledge transfer. The data will be collected at different stages as described: i) Periodic Reflective tasks in an Open Blog (see dissemination strategy): participants in the project - OBU staff and students, partner international universities, professional community of urban designers (urban design group, practices) - will be invited to reflect on questions about the project and post answers (written or voice recorded) on an open blog. Questions will be posted at the achievement of each milestone (see appendix 2). j) End of the project semi-structured in-depth interview – at the end of the two years period a sample of participants in the project - OBU staff and students, partner international universities, professional community of urban designers – will be invited to take part on these interviews; k) Data will also be collected from feedback that users of the webplace leave as they collaborate online and use the material available. Data related to patterns of activity in usage – number of access, geographical location will also be collected from webmetrics.

Sustainability The vitality of the project relies on its dynamism and constant updating of information. This will be ensured by the development of a robust plan of contributions and participation that is strongly linked to the urban design curriculum at OBU and partner international universities. As a culture of social and collaborative learning evolves it is expected that development tasks will be replaced by management ones, mostly dedicated to the organisation of the peer review system and the updating of the site. Management tasks will also be shared by participants in the project, specifically at OBU. The empowerment of staff and students to take ownership of the project is directly linked to the training programme developed under stage preparation topic ‘a’. Who will benefit Urban design students and staff at OBU (and internationally) will benefit from taking part in the development and use of an online high quality, attractive and socially connected learning resource. The urban design discipline at OBU will benefit from having a platform for aggregating its currently fragmented academic production. This will also be beneficial for improving the discipline’s identity and for providing a reliable platform for knowledge transfer. The urban design course and modules will become more visible and attractive to future applicants potentially having a positive impact on recruitment numbers. Institutionally the project can provide data and recommendations on developing social collaborative learning experiences that are enabled through the development of online open educational resource. The project will also be useful for a wider community of practice in similar disciplines –planning, architecture, and geography. Potential contribution to achievement of the strategic outcomes of the University in relation to learning and teaching Internationalisation of the Curriculum, Partnerships and Recruitment Because of its open, collaborative and international nature, building on current links with Brazil, and other international universities (for example through alumni currently teaching urban design in China and Russia), the project will make direct contributions to urban design staff and students’ understanding of cross cultural issues in urban design. Its strong presence on social and professional networks (e.g. twitter, LinkedIn, Academia.edu) and relationship with the urban design professional community (e.g. UDG, alumni) provides more visibility to webplace and consequently to the urban design discipline at OBU which can help to positively impact on the ‘internationalisation of the curriculum, formation of key partnerships and student recruitment (OBU, 2009). Student Experience The project will have a direct impact on improving the experience our students have in learning urban design at OBU. One of the aims of the project is to reinforce the links between the OER and the urban design and planning curricula so that the publication of student production on the webplace can be used to create stages of growth for students both personally and academically, thus developing students’ academic and research literacy. For example, entry level undergraduate students can be asked to produce, as part of their coursework, a short illustration to publish on the website which would require different skills than the ones involved in the traditional coursework. This can be creative or academic writing style and image manipulation/editing. As students progress in the course they can be asked to submit longer texts, critical reviews of relevant literature and so on. It is also part of the proposal to involve students in a peer review system where PhD students can review work submitted by MA students and MA students review the work submitted by undergraduate students. These actions are all planned to impact positively the experience students during their life at Brookes and the development of fundamental professional skills and high levels of critical thinking about the subject. Flexible and Independent Learning Without competing with traditional ways of learning and teaching, the technology based character of the project also allows an interactive and flexible learning encouraging students to shape their own learning (OBU, 2010 2.2 and 2.3) and to adopt more ‘flexible modes of study (OBU, 2009)’. As a support for engagement with the subject and with extracurricular activities students will also be encouraged to publish material not directly linked to modules (e.g. competitions, study visits, participation in events). This is expected to stimulate a higher degree of independent learning than what is usually experience in a traditional take of offered modules. This encourages students to be ‘proactively engaged in shaping their experience through influencing learning and extra-curricular policy, processes and outcomes (OBU, 2010 2.2 and 2.3)’. Dissemination Strategy The dissemination of the learning experience gained in the process of developing the project and the recommendations stated in objective 7 will be disseminated through the following steps: 1. the development of an open blog about the project development which is connected to the main webplace but focuses on the methodological framework including processes and techniques used to engage people in the production of material for publication and use of the webplace; the blog will also contain short videos explaining the project and recommendations;

2. two research papers, one for the BeJLT and one for the Journal of Planning Education and Research; 3. two papers submitted to conferences, one for the OBU Learning and Teaching Conference and another to the 10th Open Education Conference in 2013. 4. Workshop presentations to Brookes staff and students at all levels (induction weeks, research seminars, development days) and to the urban design community; The dissemination of the webplace will be continuous and incorporated as part of the sustainability of the project. This will be developed under a specific strategy that will include 1) a presence on Brookes websites (university, faculty, planning, architecture, urban design, RADAR); 2) online and ‘face to face’ contacts with social and professional networks (facebook, twitter, academia.edu, linked-in, Google+, Urban Design Group – website and education symposium); 3) direct contact with alumni and partner universities abroad through our links with Brazil, China and Russia. Project’s likely effectiveness and impact, applicant’s awareness of previous work and ability to deliver The project has been collaboratively conceptualised under my coordination by a working group composed of staff and students in urban design and staff, e-learning technologist from FTDE and the Media Centre at OBU. During the working group meetings the project outcomes were agreed as having a positive impact on the quality of learning and teaching at OBU. For example, the need to re-evaluate the curriculum to incorporate opportunities for publishing online and creating stages of growth for our students; the impact that an open site can have on the quality of teaching and research material produced by staff in the department; the benefits of having an online place that can reinforce the identity of the urban design discipline at OBU and host its best production; the excellent opportunity for discussing cross cultural urban design and impacting on the internationalisation of the curriculum. The working group has already defined and identified contributions for three categories considered to have a strong impact on learning: teaching, research and design explorations. A pre-exploration of the website design has been started by the working group and can be seen here https://wiki.brookes.ac.uk/display/jcud/Home. Large and successful OER programmes such as the MIT OpenCourseWare (http://ocw.mit.edu/index.htm) and Oxford University Open Spires (http://openspires.oucs.ox.ac.uk/) have been fundamental in encouraging the development of OERs in education. Since 2009 HEFCE has invested significant funds in the production and sharing of OER by universities in the UK and there are currently, at OBU, some already recognised OER practices such as ‘RADAR’, ‘taster materials for online MSc Nursing Studies by distance learning’, ‘The Power of Experience’ and ‘resources on theology & religion’ amongst others. There is a body of literature on collaborative learning in OER which will be useful in the development of the methodological framework (Alevizou, P. et al. 2010) I have experience in designing and developing pedagogic innovative programmes as evidenced by the project ‘The Power of Experience’ funded by the HEA/CEBE and the ‘Urban Design Experience – International Dimension’ developed in cooperation with three universities in Brazil and funded by the Santander Universities scholarship. I have successfully met research and consultancy targets whilst at OBU. I have also successfully managed and delivered extracurricular activities in the UK – Urban Design summer school and in Brazil - creation and coordination of the Group of Urban Studies (Azevedo, 2001). The positive outcomes derived from the Santander project which involved partnership and exchange with universities in Brazil have demonstrated that international collaboration is something desired and highly beneficial to both OBU and international partners. Several videos have already been produced as a result of the project and the webplace would act as the perfect platform to access this learning material which is, at the moment, scattered on the internet (example here http://laburb.blogspot.co.uk/2012/04/desenho-urbano-experienciado-em-videos.html) The HEA-funded project ‘The Power of Experience’, shares some of the principles of this project such as increasing opportunities for flexible and independent learning, creating a culture of collaboration, using technology for developing alternative modes of study for example, has been very successful in improving the student experience in urban design at OBU and provides evidence that a further development of this pedagogical approach can be even more beneficial for learning urban design. Finally the statement of a student involved in the working group mentioned above reflects the support and the expectations about the usefulness of the project ‘...I know that this information is not only relevant but has been recommended by people with the same or even greater knowledge than myself. It just gives me an opportunity to meet people, like-minded people such as urban designers, regional planners, that share the same values as myself. If I am ever stuck on a project you know there is always be help available there not necessarily from my peers but from people who have been in the same boat as me and they can give me some pointers and guidance which ultimately can only contribute to my learning’ (Nina Sharp, second year undergraduate student in Planning, OBU. Video available on request). References Alevizou, P., Wilson, T. & McAndrew, P. (2010). Conceptualising collaborative participation and engagement for learning and creativity in OER communities. In: OER10 Conference, 22-24 March 2010, Cambridge, United Kingdom. Azevedo, L. N., Fett, T. (2012) The Power of Experience. Brookes eJournal of Learning and Teaching, Volume 4, Issue 1. Available from http://bejlt.brookes.ac.uk/article/the_power_of_experience/ (accessed 22 May 2012).

Azevedo, L. N. (2012) The Power of Experience: implementing and evaluating the use of a mobile approach for enhancing student’s learning in urban design. CEBE transactions (forthcoming). Azevedo, L. N. (2001). EMEA/GEURB: conectando a sala de aula a pratica profissional em urbanismo. In: Congresso Brasileiro de Ensino de Engenharia. Experiências Concretas no Ensino de Engenharia. Proceedings of Conference, Porto Alegre, 2001. CDROM. Porto Alegre, ABENGE. (Connecting the classroom with the professional practice in urbanism). Baker, David (2011) make: together. Posted on June 26, 2011 by David Baker. Available at http://blogs.oucs.ox.ac.uk/itlp/2011/06/26/make-together/. FTDE (2011). Periodic Review of the Department of Planning. OBU, 28 October 2011 (internal report). Masterman, L. & Wild, J. (2011) JISC Open Educational Resources Programme: Phase 2. OER impact study: research report. Version 1.0. 31st July 2011. University of Oxford. Oxford Brookes University (2009). University Strategy 2010 to 2020. White paper: proposals from the Vice-Chancelor Professor Janet Beer on key aspects of future mission and strategy [Online]. Retrieved on 27/02/2010 http://www.brookes.ac.uk/about/strategy/development/docs/white-paper.pdf. Oxford Brookes University (2010). Strategy for Enhancing the Student Experience - SESE 2010-2015. [Online]. Retrieved on 27/02/2010 http://www.brookes.ac.uk/about/strategy/development/docs/sese2010-15.pdf. Webster, H., (2012). Learning and Teaching: Examples of Good Practice in the Faculty. Internal Memo. Faculty of Technology, Design and Environment, 3 January 2012. White, D. Manton, M. (2011) JISC-funded OER Impact Study, University of Oxford, Oxford.

Appendix 1 - Overall budget Activity

Basis of cost calculation

Undergraduate Research Assistant (p-fact)

(90 hours)

Principal Investigator (p-fact)

(160 hours)

Organisation of seminars and training sessions including printings and catering Web development package including registration of domain, design of look and feel of the site, fees to wordpress for customization and staff and student training. Conference Attendance (partial cost)

year

Sub-total

£786 60hrs £2,579.62

£393 30hrs £2,006.38

90hrs

70hrs

£300

£185

£485

£470

£30

£500

£250

Web development package @ £250 per person

Total

£1,179 £4,586

£7,000

Budget spread over two years is approximate and may vary as the project develops.

Appendix 2 - Timescales, milestones and deliverables Academic year 2012-2013 Key stages

Milestones & deliverables

Academic year 2013-2014 J

A MILESTONE 1

Obj. 1 &2

(framework including plan of contributions Dec 2012)

Obj. 3

(training programme completed Aug 2013)

MILESTONE 2

Obj. 4

DELIVERABLE 1 (webplace)

MILESTONE 3 Obj. 5

(dissemination of the webplace May 2013)

Obj. 6

(project evaluation completed June 2013 and 2014)

MILESTONE 4

interim and final report open blog papers for publica tion

DELIVERABLES 2&3 (interim report July 2013 and final report August 2014)

DELIVERABLE 4 (ongoing) DELIVERABLES 5&6 (interim report July 2013 and final report August 2014)