This document discusses the Key Information Sets (KIS) that will provide prospective students with standardized information about undergraduate courses and programs beginning in 2012-2013. It outlines what information will be included in the KIS, such as student satisfaction levels, learning and teaching activities, and tuition fees. Institutions will submit course data to a new website that will replace Unistats. The KIS aims to improve transparency and enable students to make more informed choices by facilitating comparisons of course information.
Rachel - English creative, Amsterdam
English creative copywriter, web writer, content creator, editor, social media strategist
http://copywritercollective.com/
Rachel - English creative, Amsterdam
English creative copywriter, web writer, content creator, editor, social media strategist
http://copywritercollective.com/
Data-Driven STEM Curriculum Adoption through Inter-Campus Faculty GroupsChristoph Winkler
Kingsborough’s Center for Economic and Workforce Development (CEWD) will introduce a Peer-Led STEM Adoption System (PLSA), comprised of a technology tool (the "STEM Dashboard") and a corresponding peer-led mentoring process. This process is intended to (1) respond rapidly and efficiently to local economic needs and (2) cut back on costly duplication of curriculum development efforts, allowing colleges to efficiently adopt high-quality STEM curricula that have been developed by experts recognized by National Science Foundation funding.
Presented at the 9th Annual CUNY IT Conference: http://www.convergemag.com/events/CUNY-9th-Annual-Conference-2010-Day-1.html
Larry Ragan's Quality Assurance@Penn State: Process & OutcomesAlexandra M. Pickett
SLN SOLsummit 2009 presenttion by Larry Ragan. http://slnsolsummit2009.edublogs.org
This session will explore the process to adapt the Quality Matters rubric for quality assurance to the Penn State system.
Assessing Students and Tutors with Learning Analytics DashboardsEADTU
Vassilios Verykios from Hellenic Open University gave a presentation about Assessing Students and Tutors with Learning Analytics Dashboards as part of the online events by expert pool Assessment within EMPOWER.
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.
Material para Aprender ingles 2021- gratis: un aporte de www.jbenterprises.org- y el prof. Javier Burgos- /Important learning material for free, get to learn some good info.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Data-Driven STEM Curriculum Adoption through Inter-Campus Faculty GroupsChristoph Winkler
Kingsborough’s Center for Economic and Workforce Development (CEWD) will introduce a Peer-Led STEM Adoption System (PLSA), comprised of a technology tool (the "STEM Dashboard") and a corresponding peer-led mentoring process. This process is intended to (1) respond rapidly and efficiently to local economic needs and (2) cut back on costly duplication of curriculum development efforts, allowing colleges to efficiently adopt high-quality STEM curricula that have been developed by experts recognized by National Science Foundation funding.
Presented at the 9th Annual CUNY IT Conference: http://www.convergemag.com/events/CUNY-9th-Annual-Conference-2010-Day-1.html
Larry Ragan's Quality Assurance@Penn State: Process & OutcomesAlexandra M. Pickett
SLN SOLsummit 2009 presenttion by Larry Ragan. http://slnsolsummit2009.edublogs.org
This session will explore the process to adapt the Quality Matters rubric for quality assurance to the Penn State system.
Assessing Students and Tutors with Learning Analytics DashboardsEADTU
Vassilios Verykios from Hellenic Open University gave a presentation about Assessing Students and Tutors with Learning Analytics Dashboards as part of the online events by expert pool Assessment within EMPOWER.
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.
Material para Aprender ingles 2021- gratis: un aporte de www.jbenterprises.org- y el prof. Javier Burgos- /Important learning material for free, get to learn some good info.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
4. Insurance
• Door to door sales
• Local offices
• 1985 direct line launched
• Price of term-life insurance
policies fell by 20% between
1993-1997
THEN WHAT NEXT?
www.le.ac.uk
5. White paper
CHAPTER 2
WELL INFORMED STUDENTS
DRIVING TEACHING EXCELLENCE
“We will radically improve and
expand the information available to
prospective students, making
available much more information
about individual courses...”
www.le.ac.uk
6. Some questions?
• Will demand drive quality?
– Can it, given the other controls that have been put in place?
– Only AAB+ is actually a free market!
• Do prospective students make logical and rational choices or
are the choices emotive?
• Is the information that will be provided enough to enable this
rational decision making?
www.le.ac.uk
7. Student Information
What’s happening?
• Key Information Set (KIS) 2012-13 based on what prospective
students say they want to know
• New official web-site to replace Unistats
Public information steering group considering:
• Identifying the information needs of PGT students and
development of PGT NSS and PGT KIS
• Other areas highlighted by the White Paper
www.le.ac.uk
8. The wider information set
Public (institution) Public (course level) Internal (available Internal only (for
externally on request) students and staff)
• Programme approval, • Results of internal
• Mission Statement • Prospectuses, course monitoring and surveys
• Corporate Plan guides, module review procedures
• QA statements, descriptors and outcomes
policies and • Programme specs • External examination
processes • Employer links procedures
• Learning & Teaching • Partnership links • Policies for student
statements complaints, appeals
• Information about and representations
partnerships
• Employability
statements
www.le.ac.uk
10. KIS Produced For…
• All full- and part-time courses at undergraduate level,
including foundation degrees.
• Exceptions:
– Short courses (one year full-time equivalent or less)
– Postgraduate courses
– Courses delivered wholly overseas
– Closed courses
– Intercalated degrees
– Part-time courses that are also offered on a full-time basis and a
KIS is produced for the full-time course.
www.le.ac.uk
11. What will the KIS include?
• Levels of Student Satisfaction
• Graduate Outcomes
• Learning and Teaching Activities
• Assessment Methods
• Tuition Fees and Student Finance
• Accommodation
• Professional Accreditation
www.le.ac.uk
12. What will the KIS look like
Accessible via a Widget from our web-site
www.le.ac.uk
15. The KIS website
• A new website from HEFCE
• Will replace Unistats
• Clicking on the widget will
take you through to the
KIS for that particular course
www.le.ac.uk
16. Information from existing sources
This data will be collected
from the National Student
Survey (NSS).
This data will be collected
from the Destination of
Leavers from Higher
Education Survey (DHLE).
www.le.ac.uk
17. Information from new sources
This data will be collected from a new
question on the National Study Survey (NSS)
www.le.ac.uk
18. Information to provide
We will need to provide this data
Undergraduate Finance
Accommodation Office
Student Abode (Welfare)
www.le.ac.uk
19. Learning & Assessment Data
We will need to provide
some calculated fields
where the data is built up
from the module level.
Note: on each section of
the KIS there is a link which
leads to a specific page (in
this case containing further
information on Learning
and Assessment for the
course).
www.le.ac.uk
20. Timeline
30 Sept ‘11 Technical guidance published by HESA/HEFCE (updated in Dec’11 & Mar’12)
Departments will be sent a sheet for each course detailing the data we hold
for the ‘Learning and Assessment’ section of the KIS. Departments will be
Feb/March ‘12
asked to check this data and flag any new courses and if any course holds
external accreditation. Once checked we start the submission process.
July ‘12 NSS and DLHE 2012 data added by HEFCE to KIS submissions.
Aug ‘12 Final deadline for submission of KIS data and sign off by head of institution.
-Institutions preview new official web-site with KIS and associated widgets.
-New KIS web-site goes live; Unistats web-site closes.
Sept ‘12
-KIS widgets to be embedded and visible on all institutional web-sites.
-UCAS to include KIS data into course search web-site.
www.le.ac.uk
21. KIS Technical Specification
• Defines the XML file that we will need to provide.
• Provides guidelines for users.
• Explains the sources of information and how to carry out
calculations.
• Provides appropriate interpretations and disclaimers, and any
other relevant information.
• Still lots of questions. We are hopeful updates to the
technical guidance will address these.
• There will be a KIS module within SITS and we may need to
restructure data to fit the module.
www.le.ac.uk
22. The Learning & Assessment Values
– These are calculated from the following module information:
• Credits • Total Module Hours (?)
• No. of Students
• Lectures
• Seminars
• Coursework
• Classes
• Examination
• Tutorials
• Practical Examination
(Needed for Assessment Methods)
• Field Work
• Other Study
• Private Study
(Needed for Learning Methods)
www.le.ac.uk
23. A worked example – Criminology Yr1
Private Study
No. Students
Examination
Other Study
Total Hours
Coursework
Field Work
Prac Exam
Seminars
Tutorials
Lectures
Credits
Classes
Code Module Title
Theories of Crime and
CR1001 20 83 18 8 0 0 0 0 124 150 50 50 0
Criminality
CR1002 Crime in Focus 20 83 18 8 0 0 0 0 124 150 50 50 0
Introduction to Criminal
CR1004 20 83 18 8 0 0 0 0 124 150 50 50 0
Justice
Social Change, Identity and
SY1001 20 83 18 8 0 0 0 0 124 150 50 50 0
Behaviour
SY1002 Society in Transformation 20 83 18 8 0 0 0 0 124 150 40 60 0
SY1013 Research Methods 1 20 83 18 8 0 0 0 0 124 150 50 50 0
www.le.ac.uk
24. A worked example – Criminology Yr1
No. Students
Independent
Examination
Total Hours
Coursework
Prac Exam
teaching &
Scheduled
learning
Credits
Guided
Study
Code Module Title
Theories of Crime and
CR1001 20 83 26 124 150 50 50 0
Criminality
CR1002 Crime in Focus 20 83 26 124 150 50 50 0
Introduction to Criminal
CR1004 20 83 26 124 150 50 50 0
Justice
Social Change, Identity and
SY1001 20 83 26 124 150 50 50 0
Behaviour
SY1002 Society in Transformation 20 83 26 124 150 40 60 0
SY1013 Research Methods 1 20 83 26 124 150 50 50 0
www.le.ac.uk
25. A worked example – Criminology Yr1
No. Students
Independent
Examination
Total Hours
Coursework
Prac Exam
teaching &
Scheduled
learning
Credits
Guided
Study
Code Module Title
Theories of Crime and
CR1001 20 83 17.3% 82.7% 150 50 50 0
Criminality
CR1002 Crime in Focus 20 83 17.3% 82.7% 150 50 50 0
Introduction to Criminal
CR1004 20 83 17.3% 82.7% 150 50 50 0
Justice
Social Change, Identity and
SY1001 20 83 17.3% 82.7% 150 50 50 0
Behaviour
SY1002 Society in Transformation 20 83 17.3% 82.7% 150 40 60 0
SY1013 Research Methods 1 20 83 17.3% 82.7% 150 50 50 0
www.le.ac.uk
26. A worked example – Criminology Yr1
No. Students
Independent
Examination
Total Hours
Coursework
Prac Exam
teaching &
Scheduled
learning
Credits
Guided
Study
Code Module Title
Theories of Crime and
CR1001 20 83 (20x50)
17.3% 82.7% 150 50 50 0
Criminality
CR1002 Crime in Focus 20 83 (20x50)
+ 17.3% 82.7% 150 50 50 0
Introduction to Criminal Then divide by 150 50 50
CR1004 20 83 (20x50)
+ 17.3% 82.7% 0
Justice total of 120 credits
Social Change, Identity and
SY1001 20 83 (20x50)
+ 17.3% 82.7% 150 50 50 0
Behaviour
5,800 /120 = 48.3
SY1002 Society in Transformation 20 83 (20x40)
+ 17.3% 82.7% 150 40 60 0
SY1013 Research Methods 1 20 83 (20x50)
+ 17.3% 82.7% 150 50 50 0
TOTAL 120 = 5,800 17.3% 82.7% 48.3 51.7
www.le.ac.uk
27. Slightly more complex – Criminology Yr3
Private Study
No. Students
Examination
Other Study
Total Hours
Coursework
Field Work
Seminars
Practical
Tutorials
Lectures
Credits
Classes
Code Module Title
CR3001 Clinical Criminology 20 70 18 9 0 0 0 0 123 150 100 0 0
CR3003 Crime, Law and Justice 20 13 18 8 0 0 0 0 124 150 100 0 0
Crime, Technology and
CR3004 20 15 18 8 0 0 0 0 124 150 100 0 0
Social Control
CR3008 Dissertation 40 70 0 0 0 4 0 0 300 300 100 0 0
CR3010 Hate Crime 20 43 20 10 0 0 0 0 120 150 100 0 0
CR3011 Cultures of Crime 20 15 18 8 0 0 0 0 124 150 100 0 0
CR3012 Terrorism 20 19 18 8 0 0 0 0 124 150 100 0 0
Forensic Science and
CR3013 20 48 18 9 0 0 0 0 123 150 100 0 0
Criminal Justice
SY3057 Football and Society 20 22 18 8 0 0 0 0 124 150 40 60 0
www.le.ac.uk
28. Order by no. of students – Criminology Yr3
Private Study
No. Students
Examination
Other Study
Total Hours
Coursework
Field Work
Seminars
Practical
Tutorials
Lectures
Credits
Classes
Code Module Title
CR3001 Clinical Criminology 20 70 18 9 0 0 0 0 123 150 100 0 0
CR3008 Dissertation 40 70 0 0 0 4 0 0 300 300 100 0 0
Forensic Science and
CR3013 20 48 18 9 0 0 0 0 123 150 100 0 0
Criminal Justice
CR3010 Hate Crime 20 43 20 10 0 0 0 0 120 150 100 0 0
SY3057 Football and Society 20 22 18 8 0 0 0 0 124 150 40 60 0
CR3012 Terrorism 20 19 18 8 0 0 0 0 124 150 100 0 0
Crime, Technology and
CR3004 20 15 18 8 0 0 0 0 124 150 100 0 0
Social Control
CR3011 Cultures of Crime 20 15 18 8 0 0 0 0 124 150 100 0 0
CR3003 Crime, Law and Justice 20 13 18 8 0 0 0 0 124 150 100 0 0
www.le.ac.uk
29. Limit to 120 credits – Criminology Yr3
Private Study
No. Students
Examination
Other Study
Total Hours
Coursework
Field Work
Seminars
Practical
Tutorials
Lectures
Credits
Classes
Code Module Title
CR3001 Clinical Criminology 20 70 18 9 0 0 0 0 123 150 100 0 0
CR3008 Dissertation 40 70 0 0 0 4 0 0 300 300 100 0 0
Forensic Science and
CR3013 20 48 18 9 0 0 0 0 123 150 100 0 0
Criminal Justice
CR3010 Hate Crime 20 43 20 10 0 0 0 0 120 150 100 0 0
SY3057 Football and Society 20 22 18 8 0 0 0 0 124 150 40 60 0
Total 120
www.le.ac.uk
30. Calculate as before – Criminology Yr3
No. Students
Independent
Examination
Total Hours
Coursework
Prac Exam
teaching &
Scheduled
learning
Credits
Guided
Study
Code Module Title
CR3001 Clinical Criminology 20 70 18.0% 82.0% 150 100 0 0
CR3008 Dissertation 40 70 1.3% 98.7% 300 100 0 0
Forensic Science and
CR3013 20 48 18.0% 82.0% 150 100 0 0
Criminal Justice
CR3010 Hate Crime 20 43 20.0% 80.0% 150 100 0 0
SY3057 Football and Society 20 22 17.3% 82.7% 150 40 60 0
TOTAL 120 12.7% 87.3% 90.0 10.0
www.le.ac.uk
31. KISTYPEs flow diagram
• Most courses follow the
Criminology example.
• Smaller courses covering more
than one subject may display
KIS information differently.
• There are three different
types of KIS and each course
can only have one KISTYPE.
• The KISTYPE determines what
will be displayed.
www.le.ac.uk
32. KISTYPE 1 – Full Course Level
• One KIS presented
• All single subject courses (those with only one JACS code recorded
for the course on the HESA Student Record) regardless of intake
size
– E.g. BA Criminology (M930)
• All multiple subject courses (those with more than one JACS code
recorded for the course on the HESA Student Record) where the
intake size is greater than 20* students
– E.g. BSc Psychology with Sociology (C8L3)
www.le.ac.uk
33. KISTYPE 2 - Multiple subject course placeholder KIS
• ‘Placeholders' for multiple-subject courses for which a KISTYPE 1
record is not required i.e. the intake size is less than 20 students.
• The placeholders include links to the relevant UCAS course codes
and to related KISTYPE 1 or KISTYPE 3 KIS records.
• E.g. Mathematics with Management (G100 & N200)
• Intake size = 11
• 2 KIS presented:
– Full Course Level KIS for Mathematics
– Full Course Level KIS for Management
www.le.ac.uk
34. KISTYPE 3 - Subject level KIS
• KISTYPE 3 records provide information about a subject that forms
part of a multiple subject course for which no KISTYPE 1 can be
produced.
• E.g. BA Modern Languages with Film Studies (R8P3)
– Intake = Less than 20
• Though a KISTYPE1 does exist for Modern Languages no KISTYPE 1
exists for Film Studies therefore a KISTYPE 3 is required.
• 2 KIS presented:
– Subject level KIS for European Languages and Area Studies
– Subject level KIS for Media Studies
www.le.ac.uk
35. What next
• More information available at: bit.ly/uolkis
• Contact details:
– David Bradley db280@le.ac.uk
– Brendan Fawcett bjf10@le.ac.uk
• Any questions?
www.le.ac.uk
36. Some questions?
• Will our courses appear competitive?
• Will demand drive quality?
– Can it, given the other controls that have been put in place?
– Only AAB+ is actually a free market!
• Do prospective students make logical and rational choices or
are the choices emotive?
• Is the information that will be provided enough to enable this
rational decision making?
www.le.ac.uk
New competitors entered the market 1985Life Insurance in the Information Age, AustanGoolsbee, Chicago GSB
Chapter 2 – Informed Students Driving Teaching ExcellenceCreates KISBeefed up information dissemination through, for example, unistatsNSS for PG?Provide students with better information, they then make rational decisions driving up T quality.
Consultation on PGT likely AY 2012-13
Closed courses, e.g. ODP
Worth explaining that this should be fairly easy to capture and that the Accommodation information is captured at an institutional level whereas the Tuition Fees information contains a mix of information at the institutional and course level. Undergraduate Finance will need to include any departmental scholarships.
For each KIS Course we need the data for each module that can be taken that year. So we need to know how many credits the module is, how many students take it.
Fairly obvious why 17.3% and 82.7%. The 48.3% is calculated as follows.
Firstly we re-order the modules by the number of students taking each module.
Then we only count the modules that add up to the first 120 credits.