Jisc briefing

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JISC Briefing for Plymouth College of Art Project - Making the Most of Course Information (TIC)

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  • ----- Meeting Notes (15/03/2012 10:09) -----ughgvhg
  • Jisc briefing

    1. 1. WHAT IS THE PURPOSE OF THIS PROJECT?• 3 main drivers for making it easier for people to find and compare courses: • Prospective fee paying students want to know more about the academic experience a course will provide and be able to compare this with other courses • Better informed students are more likely to choose a course that they will complete, and be more motivated to achieve better results; • Increased scrutiny by quality assurance agencies and the Government’s requirement for transparency of publicly funded bodies.
    2. 2. WHAT IS THE PURPOSE OF THIS PROJECT?The Course Data programme will support the sector to prepare for the increasing demand for course information, and increase the availability of high-quality, accurate information about part-time, online and distance learning opportunities offered by UK institutions teaching HE by: funding institutions to make the process and technical innovations necessary to release a structured, machine-readable feed of their course-related information create a demonstrator aggregator to bring together this course information and enable prospective students to search it.
    3. 3. WHAT IS THE PURPOSE OF THIS PROJECT?There will be increased usage of appropriate technology to streamline course data processes leading to: More standardised, and therefore comparable, course information in a consistent location making discovery easier. Improved quality and therefore more efficient and effective course data. Increased ease in finding and comparing courses, especially types of courses that are currently hard to find, such as ones delivered by distance learning. Institutions are able to make appropriate and informed decisions about their processes for managing course-related data, leading to a reduced administrative data burden, cost-effective working, and better business intelligence.
    4. 4. WHAT IS XCRI-CAP?XCRI-CAP VideoXCRI-CAP has been developed to enable learning providers to publish online prospectus information in a standard format that facilitates efficient collection by aggregator and broker agencies (such as UCAS and the Skills Funding Agency).XCRI-CAP also supports major initiatives in the Higher Education sector, such as the Key Information Set (KIS) and the Higher Education Achievement Report (HEAR).XCRI-CAP is designed for two primary purposes for which planning and implementation of process improvements are key:For publication of course advertising information for consumption by the learner without re-formatting or further classification, in a manner similar to an RSS newsfeed;For data exchange between learning providers and data collection organisations, for example between UCAS and its member institutions.
    5. 5. WHICH INSTITUTIONS ARE INVOLVED?Stage 1 InstitutionsStage 2 InstitutionsWe are likely to be working with Creative Arts Institutions, Regional Institutions and CREST Guild HE Institutions
    6. 6. OUR PROJECT PLAN Technical Interface Domains Domains Content Domains
    7. 7. TECHNICAL DOMAINS• Creation of XCRI-CAP COOL URI feed• Process redesign relating to course advertising information• Technical documentation• Verification of working feed• Sign off by Executive Board• Completion 30th June 2012 Technica l Domains
    8. 8. INTERFACE DOMAINSCreation of aggregator site for Art and Design provision which utilises the XCRI-CAP feed• Website scope and specification• Commission of website• Creation of Aggregation website with regular feedback• Reporting to stakeholders• Technical and process documentation• Completion 31st December 2012 Interfac e Domain s
    9. 9. CONTENT DOMAINSTo develop an extended XCRI-CAP feed which provides greater information relating to the nature of the course specifically in relation to staffing profiles• Utilising information from Mahara GuildHE CREST system• Extending Mahara to include information to create staff CVs• Undertake a comparison between Moodle and Mahara systems• Technical documentation to be produced• Work to be undertaken by ULCC• Completion date: 30th September 2012 Content Domains
    10. 10. DISSEMINATION• JISC Meetings (online and face to face)• Opportunities for training (Enterprise Architecture)• Dissemination of XCRI-CAP extension through CREST network• Formation and support for Creative Assembly• Aggregator website• Internal dissemination• Symposium event
    11. 11. ROLESMalcolm Ferris – Project Director Project ChampionsElaine Garcia – Project Manager Barbara Jones (SMT)Kerry Dungay – Project Administrator Tim Bolton (SMT)Alisa Miller – CREST GuildHE Representative Operational Champions (x2)Tom Archer – Technical Manager Executive CommitteeMargaret Campbell – Website Manager Andrew Brewerton (PCA)Zac Gribble – Website Manager Nick Johnstone (GuildHE)Jo Cowper – Marketing / Branding Martin Scarrott (St Mary’s College) Manager
    12. 12. HOW TO PROGRESS• Project Plan• Work packages• Project Meeting Groups (Technical, Interface, Content)• Additional aspects to the project • HR – Mahara • Internal Mahara system • Symposium event
    13. 13. RESULTS FROM STUDENT SURVEYThe top five important factors to students in choosing a course:Content of CourseFacilities / ResourcesAtmosphere / environmentCareer / Job ProspectsTeaching Staff
    14. 14. RESULTS FROM STUDENT SURVEYThe most important way for students to get course information is via:Interview with course staffWeb siteOpen Day79.2% of student’s decision to study a course was affected by the Course Leader or Manager whilst the Course Team affected 70.1% of student’s decision.75% of students would have found a website detailing specialist Art and Design provision useful to them.79.2% of students would find a staff profile useful to them when choosing a course89.6% of students would find it useful to be able to ask teaching staff a question when trying to decide on a course
    15. 15. RESULTS FROM STUDENT SURVEYA sample of comments from the survey:’(Would like more) information about the tutors/opportunities to meet the teaching staff.’‘After my interview I felt the people, facilities and general feel of the College appealed to me.’‘The staff on my course are really friendly and approachable, they made the choice easy for me.’
    16. 16. RESULTS FROM STUDENT SURVEY‘When I first head about the facilities I was ecstatic, but it was upon meeting the lecturers and other students that made me decide it was right.’‘The fact that it was a specialist college, with specialist teachers…’‘… Because it was a specific college of art rather than an art department in a big university.’‘The course leaders were friendly and approachable.’‘Charismatic and committed course leader.’‘Lecturers are much more exciting / interesting than they are described as in the prospectus.’
    17. 17. REFERENCESJISC– Making the Most of Course Information Briefing Sessions http://www.jisc.ac.uk/whatwedo/programmes/elearning/coursedata.aspx

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