13 th July 2012 Course Data Online Meeting . Briefing session for Stage 2 projects of the Course Data Programme . Start time: 2 pm and will be recorded. Participant Link: https://sas.elluminate.com/m.jnlp?sid=2009077&password=M.1832E0E97E69EBCEB5589E1840DD57
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Briefing session for Stage 2 projects of the Course Data Programme
Run the Audio Set-up. You need a headset and microphone. Don’t use built-in to laptops or webcams microphones or speakers, as this causes echoing Download a participant's guide to Blackboard Collaborate3
“One of the key lessons we have learnt is that it is important to ensure that we take a holistic view of the course information process. We recognise that it would be relatively simple to develop a system to produce an XCRI-CAP feed. However, to develop an effective and efficient system, which reduces duplication of data and data entry while aligning with the wider course information life cycle is more challenging.”
OK to change the route as long as destination is the same!
Who are you working with?
A Comms/Marketing/Web Team
C Registry/Student Records
E CPD/Business Development/KT
Who are you working with?
A Strategic Planning
B Student Support
D International Development
E Quality Assurance
Are you undergoing systems replacement/development?
A Student Record System
D Course Management System
E All of the above
Are you changing any processes/policies?
A Course/Module validation/approval/specification
B Data management
C Website updating
E Too early to say
Types of Evidence
Milestones being met
Greenwich University ‘Particularly helpful has also been the examples of other universities’ feeds currently included in the aggregator
‘The sooner a project attempts to produce and validate an XML through the validator at http://validator.xcri.co.uk/ the quicker one gets a better understanding of what you need to achieve, and how achievable production of a feed will be. It is important that simple and complex example courses are mapped into the XML file. A simple one (i.e. a course with one presentation) is useful for the practice and easier to get a file which validates. A complex example (a course with many presentations/venues/etc) will inform you about the data you need to store, and will help identify elements you may have discounted initially with the simple example’.
Extending XCRI-CAP schema? How do institutions intend to incorporate other necessary course Information not included in the XCRI feed.
Project quote on Vocabularies The main technical problem so far is that the data dictionary does not allow for a Study Mode of ‘Sandwich’. In the external feed, this is can be handled by mentioning the Sandwich option under Attendance Mode, but it presents more serious problems for our own internal use of the data (which needs separate Presentation of the sandwich version of programmes). We anticipate that we may come across other items that we need internally but which are not available within XCRI-CAP. We anticipate solving this by having a slightly wider internal feed, which is then cut down to an XCRI-CAP compliant external feed.
Joint effort from Academic Registry, Marketing and Communications and IT Services.
Exploring whether Terminal Four Site Manager CMS can be canonical source of course marketing information.
Looking at process simplification more generally.
Process review and documentation.
Maintain prospectus information locally in Site Manager.
Investigate whether we can output from Site Manager directly as XML.
Currently working with Terminal Four.
Developing a new Programmes Factory
Content approval/compliance and looking at development choices:
Review by admin
Requires further editing
When you first thought about choosing a course how important were the following factors to you……
Almost 100% of respondents said that course content and facilities and resources were very important
Atmosphere and career related issues were also very important
o Yes 33%
o No 67%
Have any of the factors that you thought were important / unimportant changed as you are getting closer to making a decision about where and what you wanted to study next?
o Yes 31%
o No 69%
Tutors and course content became more important.
Moving away and reputation became less important
When you have been thinking about a course is there any information that you would have liked to have had relating to the course or institution that you have been unable to access so far?
o Learning outcomes
o Hours spent with staff and self study
94% said that previous students’ (not on same course) opinion was fairly important
83% said that parents were fairly important
Students’ opinions already on the course were also rated as important
From your experience how important do you think it is to meet the course team / people who will be teaching you before you make the decision about what / where to study?
Appreciative Inquiry were important.
CDATAProject Team, Brunel University
Glass half were important.empty
Glass half full
Appreciative InquiryWhat makes AI different?
Original 4D Model
Positive Posters were important.
Edward de Bono’s black hat
As stated would be useful for delegates to give an idea on both what they would like to look at during the day and if there is a particular process/system etc that they are looking to ‘EA’ (probably mostly XCRI-CAP!).
Would be useful to get Wilbert and Phil from CETIS/Bolton CD project, as they have expertise in both EA and ARCHI.
I think all delegates should have a basic understanding of both EA and ARCHI as this isn’t a beginners guide.
JISC Online meetings Participant Link
A recording of these will be uploaded on to: www.jisc.ac.uk/whatwedo/programmes/elearning/coursedata/stage2.aspx
- KIS evaluation in Autumn 2012, and onwards
UCAS update on Course Collector and course Finder web tools to be demonstrated at UCAS conference 2-4 April
- SITS new Course Manager module adopted XCRI-CAP
# were important.coursedata
Thank you for participating in Stage 2 of the Course Data programme