Innovation and Development Fund
Final Report
Project Details
Institution
Dundee and Angus College
Project title
Learning Lab
Please provide contact details for the
project manager(name and email)
Abigail Mawhirt
a.mawhirt@dundeeandangus.ac.uk
01382 834837
1. Background
Dundee and Angus College had been looking for innovative ways to engage library and learning
technologies staff in a learning environment where staff, students and the community could benefit.
There was a recognised need for learning space away from large, busy and noisy workrooms and an
aspiration for a space that would attract and engage people, where technology was showcased to its
best advantage.
Having discussed these ideas in numerous fora across the College, the concept of the Learning Lab
was developed, taking inspiration from:
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successful library projects in Chattanooga (http://chattlibrary.org/4th-floor )
Oak Park (http://oppl.org/events/idea-box )
North Ayrshire’s Appy Days and Appyness programmes
Inverclyde’s staff upskill programme
the concept of maker spaces
The Learning Lab concept was designed to deliver a maker space that encourages creativity,
imagination, play and learning by providing an environment, staffed jointly by library and learning
technologies staff, to experiment.
2. Objectives
The objectives are to:
 create the physical space of the Learning Lab which will be a safe, neutral environment away
from classrooms to promote experimentation (almost complete – see section 5)
 embed creativity in learning in the curriculum through use of the Learning Lab (begun
through digital skills analysis, training programmes now in development, but to
continue with Lab operational)
Company Limited by Guarantee. Registered in Scotland No. 129889. Scottish Charity No. SC17886
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embed digital and information literacy skills into the curriculum through use of the Learning
Lab (will begin properly once Lab is open – there will be opportunities for learning
resources staff to deliver their skills programme in the space using new
technologies where appropriate)
produce a range of training programmes and support information in a variety of formats
(online, audio-visual etc.) to support users in the Learning Lab and beyond (these are being
developed by Learning Technologies as they develop their skills and understanding
of the technologies and their most beneficial educational uses)
undertake a skills audit to assess the training required to upskill existing library and learning
technologies staff following with a programme based on the successful 23 Things format
(http://cpd23.blogspot.co.uk/ and http://23mobilethings.net/wpress/about/ ), allowing them
to become successful facilitators within the Lab (completed in October 2014)
upskill our staff, students and other community groups to effectively use a range of
technologies to develop the essential digital and information literacy skills required for learning,
life and work (ongoing since results of digital skills audit – to continue with opening
of Learning Lab)
introduce Learning Lab users to technology and therefore creative learning opportunities they
would not otherwise have (already taking place – see section 5)
target school librarians as partners in the initiative (discussed with Angus Council libraries
and promoted via SLIC AGM and CILIPS Conference)
support the Scottish Government’s Digital Scotland agenda by providing suitable digital
opportunities for a variety of groups (as above – to continue when open by supporting
more students directly and working with community groups)
3. Scope
In terms of SLIC’s key priorities, the Learning Lab supports in the following ways:
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Quality, standards and evaluation
By providing a high quality learning environment, the Learning Lab at Dundee and Angus
College raises the standard of college learning technologies provision. It raises benchmarks for
providing staff with development opportunities and learning environments which are of benefit
to the workforce of tomorrow (students in FE and community groups). Evaluation of this
project will allow other libraries and learning centres to review their approaches and
methodology to similar issues of technology availability, implementation and sustained learning
benefit.
Innovation and service development
Technology is not the only source of innovation the Learning Lab promotes. It is the innovative
ways that technology that we already know and understand (like stills and video cameras,
phones and tablets) can enhance learning experiences and the curriculum, driving
developments which are of benefit to staff, students and community groups. The Learning Lab
model could easily be replicated in other environments, encouraging ongoing service evolution
and development. It is important to look for future trends and the ways we can apply
technology to effective learning, which constitute the underpinning ethos of the Learning Lab
itself, as well as service development in general.
Co-ordination, collaboration and co-operation
The whole Learning Lab project has been a collaboration between Learning Technologies, ICT,
Learning Resources, curriculum staff and Organisational Development. Cooperation has been
paramount to ensure that various competing demands are addressed for the benefit of the
project and it competently demonstrates that skills and abilities from a variety of areas
complement one another and are required for depth and meaningfulness of successful
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execution. For this model to work well in other places, coordination, collaboration and
cooperation are essential.
Workforce development
The Learning Lab will allow staff, students and community groups to develop their essential
information and digital literacy skills, as well as enhancing learning and opportunities for
learning to take place. Learning Resources staff participating in the Project Steering Group
have upskilled in project management and longer term, Learning Resources and Learning
Technologies staff will upskill through ongoing provision of learning opportunities for others,
learning about new technologies as they are purchased, or support using new software and
hardware is requested. Community groups and other libraries will benefit from access to
technologies they may not normally have access to, also learning their uses in learning and
skills development.
4. Activities and Outcomes
The key activities of the project were:
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Establishing / securing a suitable space to house the physical Learning Lab
Purchasing technology for use in the Learning Lab
Analysing staff digital skills to develop a training programme
The outcomes were:
 An inclusive, innovative and creative learning space, the Learning Lab (space due for
completion by June 2015)
 A space for the community in the Learning Lab for other partners to utilise (available upon
completion)
 A bank of ready to use, try before you buy technologies and software which can be used by
internal and external groups, demystifying emerging technologies (purchased)
 New Technologies Skills Workshops, offered to staff, students and the community, held in the
Learning Lab (being developed by Learning Technologies based on digital skills
survey and ongoing feedback)
 The up-skilling of students and staff in the use of technology for learning, life and work,
including up-skilling of external partners and community (can be executed upon
completion of space, though some work has already taken place with the
technology purchased – see section 5)
 A good practice showcase for promoting the Learning Lab (to be delivered around opening
time)
 An evaluation report with recommendations for other libraries (to be developed once
impact assessment can take place – expected in 2015/16)
Once the Lab is open, we will monitor and record:
 Footfall including session attendance and drop ins
 Engagement internally and externally (internally by team, externally by number of groups /
individuals accessing Lab services)
 Staff development and upskilling through attendance at sessions
 Feedback on services and support and evaluation of those services
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5. Impact, Evidence and Evaluation
As we had unexpected delays in finalising the Learning Lab space, we have not yet gained access to
the Lab. The decision was taken internally at the College (in some consultation with the Project
Steering Group) that the Lab should be located in a new ground floor development at our Gardyne
campus. This was both beneficial as the space allocated was bigger than other possible spaces already
existing and the Project Steering Group had more input. However, it came with drawbacks in terms of
the delay to starting the construction work, followed by the collapse of the main contractor business,
causing a further delay.
However, key items purchased are:
 2 x 3D printers
 Drone (and GoPro cameras for use with it)
 Time Lapse Camera
These items have already been in use, enriching learning and development experiences. The time
lapse camera was used to film the setup, delivery and clear up of the Retail students’ fashion show at
Gardyne campus, giving a real insight into the collaborative working and sheer volume of work that
goes into an event of this nature. Many curriculum areas are now considering how a time lapse
camera could be of use to their delivery and enhance the curriculum (showing the growth of plants,
deterioration of food and other organic matter, observing the weather, measuring people / vehicular
traffic, showing a dance or theatre performance in quick time). Similarly, footage from the drone has
prompted the curriculum to consider taking another angle to building surveying, sports, dance and
events management.
Naturally, this is early days as the Lab is not yet fully operational. However, these early uses of the
technology purchased are very promising and reasonable examples of what the Lab hopes to achieve.
We will continue to monitor the impact of the Lab, evaluate its performance and successes, as well as
collating evidence of this through good practice examples. This will be aided by a new Special Interest
Group set up in College which is looking at documenting good practice. The Learning Technologies
team have also established a Mobile Technologies Special Interest Group which will support delivery of
the outcomes and ongoing relationship building and skills development with colleagues.
6. Project management, reporting and monitoring issues
The Learning Lab Project Steering Group has representatives from all key areas (Organisational
Development, ICT, Learning Technologies, Curriculum Teams and Learning Resources). The group
genuinely want the project to succeed and have made significant efforts to come together, meet and
share ideas pertaining to the Lab. Two subgroups were set up to aid delivery of project outcomes: the
staff skills group and a procurement group. Both groups included volunteers from across the College,
encouraging buy-in, understanding and further promotion of the project. This allowed the Project
Steering Group to ensure they were taking on board a relevant range of opinions and ideas.
The reporting on the project has been done in the form of the interim and final reports, with records
kept of meeting dates / agendas / minutes. The wider College community has been kept informed of
the project via an intranet Portal page and information shared at all opportunities.
In terms of project management issues, the greatest has been the creation of a bespoke space.
Whilst very beneficial in terms of final output, it has meant that many things have felt outwith the
group’s control (i.e. final location, fixtures and fittings, timeline of development) and there have been
Company Limited by Guarantee. Registered in Scotland No. 129889. Scottish Charity No. SC17886
issues with contractors which have delayed the completion. Ultimately, these issues were outwith the
Project Steering Group’s control and have mostly been resolved.
7. Quality management issues
Working with Jisc on the digital skills survey ensured a certain level of quality and success, drawing on
the expertise available to set up and ask the ‘right’ questions. Had this support not been available
(which given changes to Jisc’s structure may be the case now or in the future) this element would
have been more difficult to guarantee.
Internally, standard working group meeting and documentation procedures were followed, to ensuring
good documentation of the project and the developments. Equally, standard, national procurement
procedures were followed under the supervision of the Finance team and in particular our
Procurement Manager.
The notable issue could be the collapse of the main contractor, Muirfield, during the work. This was
an unforeseen circumstance for the project, however with the development not being singularly about
the Lab, the internal Estates team managed the transition from one contractor to another in a timely
and effective manner under difficult circumstances.
8. Staffing issues
In general, there have been few to no staffing issues. Continuity of the Project Steering Group has
been strong and meeting attendance high.
Once the Lab opens, the Learning Technologies team will staff the area, with support from Learning
Resources as required. There could be issues with this long term (staff absence, change in
responsibilities, availability and conflicting priorities) so it has been agreed that Learning Technologies
should use the Lab as a workspace to encourage engagement (i.e. people cannot engage if there is
no one available and the Lab is locked) and to ensure there are less issues with staffing the Lab
longer term.
9. Financial issues
Having removed any costs associated with securing a location (the building work which resulted in a
bespoke space was taking place anyway and has therefore benefitted the project), there have been
few financial issues. The only thing that could be considered an issue is our internal processes (who
can place an order and with whom) and the fact the money had to be spent by a certain deadline
without having a space for the technology to be housed.
These were easily resolvable and did not cause delays or significant issues / barriers. The Project
Steering Group agreed early in the project that the funding from SLIC should be spent on the
technologies that would make the Learning Lab what it needs to be: innovative, ahead of the curve
and exciting / of interest to others. This has been achieved.
10. Sustainability issues and transferable solutions
Company Limited by Guarantee. Registered in Scotland No. 129889. Scottish Charity No. SC17886
Under section 8 the possible issue of ongoing staffing has been noted and the steps taken to address
it are also noted. In terms of practical sustainability, staffing the Lab is the number one priority to
ensure an engaging, open and welcoming space.
Other considerations are the new area the Lab is housed within. Provided this area (which includes
sports facilities, a seminar room and new business incubator space and work stations) becomes a
well-used area of the College and not seen as ‘out of the way’, the sustained activity of the Learning
Lab is more fully guaranteed than if it was housed in another location.
In order to make use of the Learning Lab concept elsewhere, greatest barriers to transferability would
be:
 Not having an existing suitable space
 Not having the budget to create a space
 Not having the budget to purchase technology
 Availability of staff with skills to support available technology
Interestingly, these are all also problems the Learning Lab itself can solve. Whilst this project will
deliver an essentially bespoke space, there is no reason not to use an existing space. Equally, there is
no reason not to invest in one piece of ‘draw in’ technology (we had planned to buy Google glass
before it went out of production, for instance) and make good use of the other technologies available
to you. Tablets and phones would not need to be the most expensive model to be successful in a
Learning Lab set up. Using partners to support with staff development or learning on the job (as many
staff and students do in education and beyond) would not preclude a successful Lab. Starting the
journey is perhaps the most important element to transferring this idea to another organisation.
Declaration
The information provided in this final report is correct to the best of my knowledge
Name
Abigail Mawhirt
Signature
Designation
Head of Organisational Development
Date
20th May 2015.
Company Limited by Guarantee. Registered in Scotland No. 129889. Scottish Charity No. SC17886
Supporting Guidance
1. Background
This should provide the context and rationale for the development which was funded.
2. Objectives
Identify the short and long term objectives, and any targets which were set.
3. Scope
Explain how the project attempted to support SLIC’s strategic priorities, and how it is of general interest
or benefit to the wider library and information community.
4. Activities and Outcomes
This section should contain clear details of the range of activities carried out with the support of Scottish
Government funding and the outcomes of that activity, in terms of statistical data. Evaluative
information should be included in the next section.
Company Limited by Guarantee. Registered in Scotland No. 129889. Scottish Charity No. SC17886