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KIS+

The approach to the KIS+ data at Leeds
by

Daniel Norton

on 5 March 2014

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Transcript of KIS+

KIS +
1) Project structure and workstream approach
2) Challenges specific to the University of Leeds
3) Project scope and focus
4) KIS+ ??
KIS as a change project
KIS+ approach
1) Analysis of existing information
2) Guidance, support and engagement
3) Outcomes
Challenges of the data workstream
1) Approach
2) Engagement
3) Reactions and internal discussions
Responses to the Unistats launch
1) Student response
2) Web statistics
3) Next steps at Leeds
Feedback
1) Search & filtering
2) Transparency of estimated / aggregated data
3) Widget presentation
4) Annual switchover point
Steering group
Project Manager
Smaller working group
Three core workstreams
Data collation
Web development
Content development
Websites not on a single platform
Different web structures, layouts and navigation
Course information on both central course search tool and on School pages
Different management / governance structures
Deliver the KIS - don't become an IT project fixing wider issues
Treat it as an opportunity to improve our offering to prospective students
Quality of information
Consistency and comparability
How be best contextualise the KIS data
Host the KIS widgets on School course pages
Richest information / media
Challenge for consistency
Detailed guidance on enhancing information on course pages
Independent study (facilities, research & study skills, online experience)
'Scheduled activity' - lectures, seminars, tutorials
Practical elements of coursework (e.g. artwork portfolios)
Careers - illustrated with case studies
Key principles
Focus on positive points of difference
Don't re-write content to explain the KIS
It's not all about words
Websites are only a part of our communication with prospective students
Learning & Teaching / Assessment data as a priority
Initial analysis using 2010/11 module choices to produce initial learning & teaching data
Allowed early dialogue with the academic community
Allowed early identification of incomplete data or potentials areas of confusion (e.g. optional industrial years)
Global mapping of all learning & teaching / assessment activity types
Face to face meetings with Directors of Student Education to discuss results and KIS methodology
Iterative feedback process to allow module changes to be made and results updated throughout Spring / Summer
'Show your workings' - allowing transparent view of how results have been calculated
Internal audit by PWC signed off data approach
Importance of pedagogy: courses should not be designed with KIS outcomes in mind
Challenges to categorisation of activities / methodology
Open day feedback is that specific questions prompted by Unistats have been minimal
Initial statistics suggest that Unistats is not yet a key referrer for undergraduate web traffic
KIS has prompted thinking about how we:
Best present our programmes
Differentiate our programmes in a competitive environment
Think about course information from a student's perpective
Market research is currently underway as part of a full project to overhaul our student information offering
Alphabetisation is inconsistent
Filter uses 'Close' rather than 'Save' and 'Cancel'
NSS internal results vs. Unistats vs. Which?
Aggregation is not obvious and confusing for new programmes
Looks like advertising (scrolling, shadow)
Affects page design because of fixed size
Accessibility concerns
September switchover may create confusion over Summer
Full transcript