Preparing for better pre-entry information UCAS Data Matters – the data journey Hotel Russell, London, January 2011 Profes...
Informed Choice‘Many prospective students do not get adequate advice or informationto help them choose a course of study’B...
Informed Choice | not a new agenda• In 2005, UCAS supported a JISC project to address  – National agenda of „informed choi...
XCRI | project • Opened dialogue with European partners in a search for   best practice • Surveyed prospectus websites & u...
XCRI | relationship shift               UCAS LLN NLD                             UCAS LLN NLD                             ...
XCRI | significance • A European Norm on metadata for advertising   learning opportunities will be established in 2011    ...
Course Info | state of the art • Interim findings from the JISC‟s £8M 4 Year   Curriculum Design & Delivery Programme…    ...
Course Info | systemic problemsPractice is too                                 QAA commend our                     We stru...
Ingredients for change• Introduction of market mechanisms   – Fees: “What will we get for our money?”   – Information: web...
Case Study | MMU • Largest campus-based undergraduate university in England • Comprehensive range of courses serving natio...
Case Study | XCRI-readiness audit • 2007 report highlighted importance of:          – devising new business processes to u...
Case Study | preparing to do betterMMU‟s comprehensive “EQAL” change programme• New Curriculum Framework• New Admin System...
Case Study | joined-up design• Co-designing an alternative to the status quo• Blending specialist expertise without blinke...
Case Study | fine-grain course information
Case Study | foundations for better info                                                    Aggregators       Curriculum  ...
Further reading • XCRI          – Knowledge: http://xcri.co.uk          – Development forums: http://xcri.org • JISC      ...
KIS | proposed timelineDec 2010 to Mar 2011       •Consultation open.Nov 2010 to Mar 2011       •Work underway to pilot th...
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LRT Talks UCAS 20110125

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The slide deck was written to accompany a workshop at the UCAS Data Matters 2011 conference about preparing to deliver better pre-entry information to those interested in a place at university. It draws lessons from the JISC's Curriculum Design and Delivery Programme and contextualises themese raised with a case study of how Manchester Metropolitan University is responding to the agenda of informed choice. Links to reports and consultations mentioned are provided from the logos of the organisations referenced within the slides.

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LRT Talks UCAS 20110125

  1. 1. Preparing for better pre-entry information UCAS Data Matters – the data journey Hotel Russell, London, January 2011 Professor Mark Stubbs Head of Learning & Research Technologies Manchester Metropolitan University m.stubbs@mmu.ac.uk | http://twitter.com/thestubbsMonday, January 24, 2011 1
  2. 2. Informed Choice‘Many prospective students do not get adequate advice or informationto help them choose a course of study’Browne, Oct 2010 ‘In our 2008 report, we suggested that universities should publish a standard set of information setting out what students can expect from their academic programme – we are pleased to see that the coalition government will be taking this forward’ National Student Forum, Annual Report 2010‘The consultation proposes that providers of higher educationshould review their approach to publishing information forprospective students. It suggests that a standardised set of keyfacts for each course should be published on institutions’ web-sites. closes Mar 7This information would be called the Key Information Set (KIS)’HEFCE, Dec 2010
  3. 3. Informed Choice | not a new agenda• In 2005, UCAS supported a JISC project to address – National agenda of „informed choice‟ about learning opportunities but – feeling that education lags behind other sectors in making its „products‟ easy to discover and compare. – Standards exist for exchanging information about people, groups, membership and learning objects but – no standard way to exchange information about courses. – Institutions developing ways to populate their prospectus from definitive data but – resorting to primitive data entry to populate aggregator sites, regional portals, area prospectuses… – Genuine interest from the community in a standard for exchanging course info that facilitates joined-up thinking• called eXchanging Course-Related Information
  4. 4. XCRI | project • Opened dialogue with European partners in a search for best practice • Surveyed prospectus websites & underpinning business processes • Evolved a data exchange specification based on best practice and large-scale trials • Proposed an XML specification that drove EU-level negotiations on a common information model for advertising learning opportunities • Endorsed by UK ISB for ESCS in Feb 2009 • Building XCRI-readiness amongst UK providersMonday, January 24, 2011 4
  5. 5. XCRI | relationship shift UCAS LLN NLD UCAS LLN NLD Provider Aggregators Re-keys & Poll & Pushes for each Harvest from Aggregator XML Providers Learning Learning Provider Provider Provider publishes XCRI prospectus as well as web Web Web prospectus Prospectus ProspectusMonday, January 24, 2011 5
  6. 6. XCRI | significance • A European Norm on metadata for advertising learning opportunities will be established in 2011 – MLO prEN 15982 • Member states should drop any competing standards and pursue compliance • Good news! – XCRI 1.2 earmarked as UK implementation of MLO – XCRI 1.2 can deliver Key Information Sets – Significant XCRI capacity building in place – BUT ... some sectoral process & systems hurdlesMonday, January 24, 2011 6
  7. 7. Course Info | state of the art • Interim findings from the JISC‟s £8M 4 Year Curriculum Design & Delivery Programme… ‘Many problems with the management of course-related information can be put down to the fact that this is still a document-based rather than a data-based system (and paper-based at most institutions). This gives rise to duplication of effort and of information, lack of version control, poor re-use of relevant information for different purposes, and a tendency for information to be designed for approval rather than any other purpose.’Monday, January 24, 2011 7
  8. 8. Course Info | systemic problemsPractice is too QAA commend our We struggle tovaried to robust processes interpret vaguesystematise QA docs Central systems don’t Student Records support local variety QA We keep it vague to avoid tortuous QAWe re-type so we build our owneverythinginto UCAS We can’t get Marketing concrete details on Course Teams do marketing Why courses for website, never have up-to- so maintain our own date info about our courses 8
  9. 9. Ingredients for change• Introduction of market mechanisms – Fees: “What will we get for our money?” – Information: web-accessible Key Information Sets• CSR questioning value of re-keying jobs – Compelling argument for XCRI-CAP 1.2 data upload• Recognition that curriculum needs managing – Systems vendors stepping up to the challenge
  10. 10. Case Study | MMU • Largest campus-based undergraduate university in England • Comprehensive range of courses serving national and regional needs (2nd most popular for UCAS applications) • 37,000+ students | 1,000+ courses | 7 sites • www.mmu.ac.ukMonday, January 24, 2011 10
  11. 11. Case Study | XCRI-readiness audit • 2007 report highlighted importance of: – devising new business processes to unite previously disparate domains of quality, marketing & enrolment; – establishing clarity about ownership & maintenance of definitive course data; – coordinating activity through suitable leadership WEB PAPER UFI WEB PAPER UCAS UFI GMSA 3267 Prospectus UCAS ADVERTISED 435 1813 ADVERTISED Academic TRANSFORM DB APPROVED ENROLLED APPROVED ENROLLEDMonday, January 24, 2011 PROG QLS PROG 11 QLS SPECS 1333 SPECS
  12. 12. Case Study | preparing to do betterMMU‟s comprehensive “EQAL” change programme• New Curriculum Framework• New Admin Systems + Business Processes• Seamless Access• Streamlined Quality ProcessesOutcomes• Every UG course & module will be re-written – Entirely new first year goes live September 2011 – Data-based, not document-based course information
  13. 13. Case Study | joined-up design• Co-designing an alternative to the status quo• Blending specialist expertise without blinkers! Student Records QA / QE + Enrolment + Definitive documents + Transcript (HEAR) Curriculum + Annual monitoring Database Marketing Curriculum Innovation + Prospectus + Learning Outcome mapping + UCAS + Competence development
  14. 14. Case Study | fine-grain course information
  15. 15. Case Study | foundations for better info Aggregators Curriculum + BI / Data data.mmu.ac.uk? Database Warehouse Web Services Prospectus[Meerkat at Adelaide Zoo by Adam Jenkins, 2010]
  16. 16. Further reading • XCRI – Knowledge: http://xcri.co.uk – Development forums: http://xcri.org • JISC – Curriculum Design & Delivery Programme: Design Studio http://jiscdesignstudio.pbworks.com/w/page/12458422/Welc ome-to-the-Design-Studio – Cumulus: Curriculum Management in the Cloud http://www.jisc.ac.uk/whatwedo/programmes/flexiblese rvicedelivery/cumulus.aspxMonday, January 24, 2011 16
  17. 17. KIS | proposed timelineDec 2010 to Mar 2011 •Consultation open.Nov 2010 to Mar 2011 •Work underway to pilot the KIS.18 Feb and 3 Mar 2011 •Consultation seminars.7 Mar 2011 •Consultation closes. •Analysis of consultation responses and discussion at Boards ofMar to May 2011 sponsor bodies.April to July 2011 •User testing of the KIS with prospective students begins. •Outcomes of consultation published, with guidance onJuly 2011 development of information sets. •Institutions develop key information sets, revise other informationJuly 2011 to July 2012 and start to publish this. •Final deadline for publication on institutional web-sites of revisedAugust 2012Monday, January 24, 2011 information and the key information sets. MLE Workshop, Aytoun Library Seminar Room 17 2009-05-13 14:00

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