13
Download
1 / 68

13 th July 2012 Course Data Online Meeting - PowerPoint PPT Presentation


  • 95 Views
  • Uploaded on

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' 13 th July 2012 Course Data Online Meeting ' - isolde


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  • 13th 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

  • Recordings (Table): https://sas.elluminate.com/mrtbl?suid=M.8DFF8EDDAF0A51ED5779603A95CEA8&sid=2009077

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


How the session will work audio
How the session will work: audio

  • Only use your microphone when guided by a moderator

  • To ask a question,

    • Raise your virtual hand

    • When invited to, click on the TALK button in AUDIO and VIDEO box to speak, click again/off when finished speaking – to prevent echo

    • Or, type your question into the chat box and the moderators will ask it for you

  • When asked to respond to poll, use the tick/cross to indicate ‘yes’ or ‘no’

  • Feel free to use the emoticons available


Who are we
Who are we?

  • Ruth Drysdale JISC Programme manager

  • Rob Englebright JISC Tech Prog manager

  • Verena Weigert JISC PSO

  • Janette Hillicks JISC infoNet

  • Sandra Winfield Support Team PM

  • Alan Paull Technical Support

  • Kirstie Coolin Technical Support

  • Gill Ferrell Synthesis consultant

  • George Dafoulas Middlesex University


What you can expect in this briefing
What you can expect in this briefing

  • Stage 2 Progress and Budget Report feedback feedback/summary

  • Ideas on evaluating impact

  • Update on Vocabularies and Validator

  • Hear from a few projects

  • Future meetings, including project led assemblies

  • Opportunity to ask questions through out

  • Ability to listen again to the presentation (as it’s recorded). http://www.jisc.ac.uk/whatwedo/programmes/elearning/coursedata/stage2.aspx


#coursedata

Any questions?

  • Asking a question

    • Raise your virtual hand

    • When invited to, click on the talk button to speak

    • Click on the talk button again when you have finished

    • Or, type your question into the chat box


Progress and budget sheet reports feedback
Progress and Budget Sheet Reports feedback

  • Budget

  • People

    • Project Staffing Issues – delay in appointment, long term sick, maternity, left the job, workload reprioritised, redeployed etc

    • Stakeholder engagement successes but also issues

  • Effective Change Manage

    • Not just changing the process or IT system, but changing behaviour and culture


Progress and budget sheet reports feedback1
Progress and Budget Sheet Reports feedback

  • Most projects emphasised the importance of understanding the course information lifecycle and engaging those stakeholders in the project.

  • Some had anticipated this but others seemed to have discovered its importance in practice. They see these lifecycle/data prep concerns as important issues to address whereas, the technical task of publishing XCRI-CAP feeds was less problematic:-

    “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.”

  • In some cases the peculiarities of the processes revealed by lifecycle mapping, meant significant changes had to be made to the project plans.

    OK to change the route as long as destination is the same!


Progress and budget sheet reports feedback2
Progress and Budget Sheet Reports feedback

  • In several cases there was a timeliness to the project because similar issues were being addressed by high level management for the KIS. Institutions are likely to be reviewing their provision, requirements for course development and business processes across the institution to ensure they are effective and efficient. This change activity impacts on the course information lifecycle and provides opportunities for using XCRI and XCRI-CAP.

  • Due to the existence of overlapping strands of work, several projects had made efforts to be included “in the loop” so they could contribute where XCRI-CAP work was relevant and so several projects have been incorporated into their institution wide change programme.


Progress to date
Progress to date

  • CPD courses can be difficult to deal with because of the (often) ad hoc and variable processes followed by different institutional entities. If vocational, academics perceived that they had specific target audiences, so it wasn’t necessary to go through central marketing.

  • There is a perceived need for an analysis and clarification of the relationship between the XCRI-CAP specification and the KIS and HEAR initiatives

  • HEAR Final Report – HEA website as single source for resources soon

  • HEAR mapping work between the Guidance document and Technical spec

  • KIS work progressing, don’t forget early evaluation of the institutional experience. This information should also be useful information to go into your project reports.


Key themes from reports
Key Themes from Reports

  • Diversity of stakeholders

    Who are you working with?

    A Comms/Marketing/Web Team

    B IT/MIS

    C Registry/Student Records

    D Admissions

    E CPD/Business Development/KT


Key themes from reports1
Key Themes from Reports

  • Diversity of stakeholders

    Who are you working with?

    A Strategic Planning

    B Student Support

    C Academics

    D International Development

    E Quality Assurance


Key themes from reports2
Key Themes from Reports

  • Change to admin systems

    Are you undergoing systems replacement/development?

    A Student Record System

    B CMS

    C Website

    D Course Management System

    E All of the above


Key themes from reports3
Key Themes from Reports

  • Business Process Change

    Are you changing any processes/policies?

    A Course/Module validation/approval/specification

    B Data management

    C Website updating

    D Other

    E Too early to say


Evaluation
Evaluation

  • Do you have an evaluation plan?

  • Have you identified appropriate sources of evidence?


Evaluation1
Evaluation

Evaluation Question

Types of Evidence

Plan/actual spend

Milestones being met

Meetings/feedback

Plan/PID documents

Logs/visits/feedback

  • On time/budget?

  • On scope?

  • Stakeholders engaged?

  • Achievement of aims?

  • Outputs being used


Evaluation2
Evaluation

So What?


Benefits impact
Benefits/Impact

  • What has actually changed?

    Systems/Processes/Culture/Behaviour/Attitudes/Policy

  • What are the benefits?

    Efficiency/Effectiveness/Education/Satisfaction/Growth

  • How will it be sustained?


A few project quotes
a few Project Quotes ...

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’.


A few project validator questions
a few Project Validator questions

  • Vocabularies and Validator issues raised in Progress reports

    • Validator Business rules: Good or too restricting ?

    • Sheffield University use JACS codes instead of UCAS codes

      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.


A few project validator questions1
a few Project Validator questions

  • Leeds Met Question: How other institutions intend to review data quality and keep this at a high standard ? And how do institutions intend to incorporate other necessary course Information not included in the XCRI-CAP feed?

  • Review how we can incorporate matters related to employability (including the engagement of employers) within the project ?

  • The Courtauld Institute of Art:

    • Common vocabulary for a ‘creative’ language

    • To ensure that art, design, media and performance courses are appropriately referenced with the aggregators, and meet the specific requirements of creative courses

    • Opportunities for collaborative training would be warmly welcomed


Course data projects
Course Data Projects

  • University of East of London

  • Loughborough University

  • Kent University

  • Plymouth College of Arts

  • Brunel University


Uel jisc course data project
UEL JISC Course Data Project

  • Project Aim - Significant process improvements

  • Contracted an independent BA to map our processes & identify user requirements

  • Outcomes from BA – Identified inefficient processes & difficult to repurpose for other uses

  • Currently using the BA process maps and user requirements to inform spec for procuring SITS Curriculum Management module

  • Integrate our BI Programme Costing model into SITS module


Open course data at loughborough university
Open Course Data at Loughborough University

http://open.lboro.ac.uk



Open course data project
Open Course Data project

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.


Use of graduate interns
Use of Graduate Interns

Process review and documentation.

  • New to processes (open to new ideas)

  • Cost

  • Short term

    Future plans:

  • Testing and Quality Assurance

  • Cover other tasks enabling core staff to participate in the project







Next steps
Next Steps

Maintain prospectus information locally in Site Manager.

Investigate whether we can output from Site Manager directly as XML.

Currently working with Terminal Four.



Excerpt from the project plan improving administration data entry system
Excerpt from the Project PlanImproving administration/data entry system

Developing a new Programmes Factory

  • Improve the look and feel of the system. Is it currently not very slick and is not deemed good enough to be rolled out more widely to schools

  • Allow direct editing by schools with a review/approval facility for admins

  • Improve the editing interface for multiple academic years, so that editors can work both on the current courses and next year's courses at the same time.

  • Change web publishing workflow to allow publishing directly to the web server.


  • Ground work

  • Commitment at a senior level from all stakeholder groups

  • Identifying a customer representative/product owner and ensuring they can commit sufficient time to the project

  • Regular feedback/reviews sessions with customer – incremental development

  • User access to prototype at an early stage

  • Matching XCRI data fields with Programme Factory fields


  • Developers invested a lot of time in evaluating platforms and looking at development choices:

    • enhance current system (Drupal);

    • buy in third party solution;

    • build bespoke application from the ground up.

  • Settled on a new PHP application using the Laravel framework

  • Code is open source (Git)

  • Iterative development with load testing at each stage


Programmes Factory screenshots and looking at development choices:


Programmes Factory screenshots and looking at development choices:


Programmes Factory screenshots and looking at development choices:


Programmes Factory screenshots and looking at development choices:


Content approval/compliance and looking at development choices:

EMS Publishing

Review by admin

Approved

Requires further editing

Schools

Edit/Create content

On-line prospectus

Web page


Jisc making the most of course information project
JISC and looking at development choices:Making the most of Course Information Project

Elaine Garcia & Kerry Dungay

[email protected]@plymouthart.ac.uk


Stage 2 dissemination of research from stage 1
Stage 2 – Dissemination of Research from Stage 1 and looking at development choices:

  • Survey included 29 Questions designed from pilot open ended question

  • 2 week window to respond

  • Utilised survey monkey

  • 94 HE Students responded

  • 29 FE Students responded

  • Questions such as…..

    When you first thought about choosing a course how important were the following factors to you……


First place students looked
First place students looked and looking at development choices:


When first thinking about choosing a course factors that were important
When first thinking about choosing a course, factors that were important.

FE Students

HE Students

Almost 100% of respondents said that course content and facilities and resources were very important

Atmosphere and career related issues were also very important

  • The most important factor was course content

  • Other important factors were facilities and resources, atmosphere and career related issues

  • No one found course content unimportant


Location location location
Location, Location, Location were important.

FE Students

HE Students


Changing my mind
Changing my mind…. were important.

  • HE STUDENTS

    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?

  • FE STUDENTS

    o Yes 31%

    o No 69%


What changed
What changed? were important.

FE Students

HE Students

Tutors and course content became more important.

Moving away and reputation became less important

  • Costs and course tutors became a more important factor


I needed to know about
I needed to know about... were important.

HE Students

  • 79% said they did not need more information

  • Extra information on module information was the highest on the information agenda

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?

FE Students

  • 72% said they did not need more information.

  • Types of information required included:

    o Financial

    o Learning outcomes

    o Hours spent with staff and self study


Who s opinion really matters
Who’s opinion really matters? were important.

FE Students

HE Students

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

  • Almost half the respondents place importance on the opinion of their parents

  • Careers advisor opinion was largely fairly important

  • Followed by girlfriend/partner/

    boyfriend


Important information sources
Important information sources were important.

FE Students

HE Students


When can we meet
When can we meet? were important.

  • 58% of FE Students felt it was very important and 38% fairly important

  • 76% of HE students felt it was very important and 23% fairly

  • Neither group considered it unimportant.

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?


What this means for our stage 2 project
What this means for our Stage 2 Project were important.

  • Highlighting important information to students:

    • Course Content

    • Tutors experience

    • Tutors research and experience

    • Utilising GuildHE CREST Mahara System and working with ULCC to link aspect of staff portfolios to fields within XCRI-CAP and provide students with a greater range of information so they can choose the most appropriate course and are more likely to make the right choice


Appreciative Inquiry were important.

CDATAProject Team, Brunel University


What makes ai different

Glass half were important.empty

Glass half full

Problem-solving

Appreciative Inquiry

What makes AI different?

  • Identifies problems

  • Emphasise what is not working

  • Brainstorm solutions and analyse

  • Purposefully positive

  • Builds on past successes

  • Amplify what is working


Alternative methodologies
Alternative methodologies were important.

Plan-Do-Check-Act (PDCA)

Simplex Process

http://www.mindtools.com


Cdata adapted 4d
CDATA were important.adapted 4D

Original 4D Model

  • Discover

  • Dream

  • Design

  • Destiny


Positive Posters were important.

Edward de Bono’s black hat


Change management and ea
Change Management and EA were important.

  • Managing Change Workshop 11th July – London

  • Blog post – e-Learning Programmes blog http://elearningprogs.jiscinvolve.org/wp/

  • Change Management resources - http://bit.ly/ChangeJISCCDfb

  • Includes information on tools and techniques including the Impact Calculator and link to a webinar on Organisational Change

  • Enterprise Architecture workshop held last week (3rd July)

  • Blog post – emerging practices blog

  • http://emergingpractices.jiscinvolve.org/wp/2012/07/

  • Blogs – keep them coming please

  • email [email protected]

  • Course Data blogs www.netvibes.com/jiscinfonet#JISC_Course_Data


Assemblies
Assemblies were important.

  • Sheffield University : EA /Archimate modelling

  • University College Falmouth Summer 2012

  • Bradford University : CMS-Terminal4

  • Essex University : Course Management Policy (look at existing materials?)

  • Exeter University : marketing of the course data and some technical discussions Oct 2012

  • Leicester College : EBS July 2012

  • Loughborough University : Terminal 4 July 2012

  • New College Durham

  • UCLAN : Banner


Ea archi bash
EA, were important.Archi Bash

  • EA Bash Suggested Agenda

  •  9 - 9:30 Registration and coffee

  •  9:30 – 9:45 Introduction explaining what the day is about and the learning aims.

  •  9:45 – 10:15 User presentation on how they have used and / or using EA followed by Q & A.

  •  10:15 – 11:45 Delegates split up to work in groups this can be decided in advance or on the day. The groups might vary on issues such as discussing EA, using EA, sharing models etc.

  •  11:45 – 12:30 Feedback and Q & A from each group.

  •  12:30 – 13:30 Lunch

  •  13:30 – 14:00 15 User presentation on how they have used and / or using EA followed by Q & A; if possible from a different perspective than the am presentation.

  •  14:00 – 15:15 Delegates back into groups, depending on what is required these can be the same or different from the morning session.

  •  15:15 – 15:45 Feedback and Q & A from each group.

  •  15:45 – 16:00 Close with discussion on what worked and what didn’t and if the need to repeat.

     Additional

    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.


Assemblies1
Assemblies were important.

  • Sheffield University : EA Archimate modelling

  • University College Falmouth Summer 2012

  • Bradford University : CMS-Terminal4

  • Essex University : Course Management Policy (look at existing materials?)

  • Exeter University : marketing of the course data and some technical discussions Oct 2012

  • Leicester College : EBS July 2012

  • Loughborough University : Terminal 4 July 2012

  • New College Durham

  • UCLAN : Banner


Progress to date1
Progress to date were important.

  • XCRI-CAP training course still available (15 credits / level 7)

    • 5 workshops / 29 participants / 13 institutions

    • VLE access / assessment schedule / transcripts

  • Technology Enhanced Curriculum Development (30 credits / level 7)

    • Focus on: Reporting on course data project progress

    • Topics: project management / outputs / deliverables / dissemination / evaluation sustainability / measuring achievement / (ADD YOUR OWN)

    • Delivery: case study based / blended mode / AM group session / PM 1-2-1 project focused sessions & brainstorming

    • Expression of interest

    • Dates TBC (August/September) subject to expression of interest

  • PGCert Professional Studies in Educational Technology

    • XCRI + TECD + (Train the Trainers OR Assessing the Assessors)


Dissemination events
Dissemination Events were important.

  • JISC Online conference 19th – 23rd November ‘Shaping the Future’ a pre-conference "Activity" week 13-19 Nov 2012 provides projects with a platform to share resources and findings, in an interactive hands-on way.

  • T44U”, the Terminal Four users conference in Autumn 2012

  • UCISA Corporate Information Systems Group (CISG) conference, November St Andrews.

  • Any others ?


Future programme meetings
Future Programme Meetings were important.

JISC Online meetings Participant Link

  • 14:00-16:00 Fri 19th Oct 2012

    A recording of these will be uploaded on to: www.jisc.ac.uk/whatwedo/programmes/elearning/coursedata/stage2.aspx

  • JISC Programme meetings

    • Nov 16th London 17th Leeds

    • Jan 18th London 18th Leeds


AOB were important.

  • 31st May UMF presentation thank you Bradford link to PPT Ruth

  • AG Oct 17th – Discuss UCAS course collector/finder LIVE

    - 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


ad