At the request of DG Research we have agreed a new list of deliverables, now condensed to 30 items. The original list is now redescribed as a list of 'products', and the new format reflects a desire to have a more manageable number of transactions between the project and DGR.
This page also describes some of the qualities which we would like S-TEAM deliverables to have. Some will only apply to one kind of output, e.g. training packages, whilst others apply to everything.
Common qualities for all deliverables
The deliverable must conform to the S-TEAM visual identity, including
Part of the role of WP10 is to assist with finalising deliverables and their appearance etc, so no need to worry unduly about doing it all yourself.
Training packages will normally be available either as packs of hardcopy documentary material or as online resources, or both. Training packages, course units or modules are defined as a coherent set of materials, designed for a specific audience and with a specific theme or subject area. A package will have a defined timeframe (e.g. one day, two weeks, over a semester) and will have stated learning outcomes related to some form of measurement or accreditation.
In the case of S-TEAM training packages, there will be criteria which each package must fulfil to be accepted as a deliverable, such as: ♦
The above criteria probably need some further description.
The first point - need for review - can be addressed by the reference group, but it is important that we don't get too reliant on this group given that they can't be expected to review everything. Therefore there should be arrangements in place for local review. For most partners, their involvement in teacher education should provide contacts for this, e.g. teachers in partner schools or other local networks.
The second point - accessibility - will be checked within WP10 before items are submitted as deliverables, but the main intention of this point was to avoid producing dense texts, full of academic language and unnecessary technical vocabulary.
The third point is very important - given the diversity of research interests represented by the partners, it would not be surprising if some of the products focused on specialised aspects of science teaching without reference to the wider field of 'inquiry' which we are supposed to be promoting. Even if this means making critical references to 'inquiry' and its variants, we need to keep inquiry at the forefront of what we are doing.
The fourth point is relatively easy to deal with - it simply means being specific about the details.