Cetis Blogs - expert commentary on educational technology » Wilbert Kraan http://blogs.cetis.org.uk Specialists in educational technology and standards Tue, 12 May 2015 11:45:38 +0000 en-US hourly 1 http://wordpress.org/?v=4.1.22 Subject coding is changing from JACS3 to HECoS; here’s what’s different http://blogs.cetis.org.uk/wilbert/2015/04/22/subject-coding-is-changing-from-jacs3-to-hecos-heres-whats-different/ http://blogs.cetis.org.uk/wilbert/2015/04/22/subject-coding-is-changing-from-jacs3-to-hecos-heres-whats-different/#comments Wed, 22 Apr 2015 13:17:21 +0000 http://blogs.cetis.org.uk/wilbert/?p=255 From UCAS applications to HESA returns, and from league tables to the academic technology approval scheme, degree programmes and modules are classified by subject. JACS3 does that job now, but HECoS will do it in the future. Here are the main differences. After many years of use, the Joint Academic Coding System (JACS) that’s pervasive […]

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APS and Aspire, to consult with the sector on a replacement of the vocabulary. The result of that work is the Higher Education Coding of Subjects (HECoS) vocabulary. HECoS has now reached the penultimate stage in that a release candidate is out for consultation, as are proposals for the governance and adoption of the scheme. The whole vocabulary can be seen on our tematres development site, and reports on the development of HECoS, as well as the proposals for governance and adoption are available from the consultation site. Here are the main differences between JACS3 and HECoS in a nutshell, though; One flat list, no hierarchies, and no memorable codes This is easily the biggest and most noticeable change. HECoS itself is just a list of terms without any implied or given groupings. That doesn’t mean groupings and hierarchies aren’t important, quite the contrary: different organisations have different uses for subject information, and that means they can group subjects differently. In a way, that follows on from what’s already happening with JACS3 in practice. The definition of what subjects constitutes biological sciences, for example, already differs between JACS3, HEFCE and what a typical university is likely to be able to offer. Different drivers and different contexts lead these organisations to group subjects differently, and HECoS is designed to enable different groupings to exist side by side, whilst still sharing the same subject terms. HECoS with many hierarchies A consequence of the approach is that the familiar JACS3 codes (“L3xx” is anything sociological etc.) are no longer valid. From the perspective of HECoS “sociolinguistics” will therefore have no defined link with “sociology”, which is why the code for the former is “101016” –or a URI that encodes that number such as http://hecos.hediip.ac.uk/terms/101016– and the code for the latter is “100505”. For ease of navigation, however, HECoS will come with some common groupings. There is a “sociology group” that has both “sociolinguistics” and “sociology” in it. This is just to help people find terms, and nodes like “sociology group” cannot be used to classify a degree programme or module. Terms are based on demonstrated use, need and distinguishability While JACS was reviewed periodically, it hasn’t always had formal acceptance criteria either for the terms that were already in there, or for newly proposed ones. HECoS does have a proposal for it, which has already been applied in the development of the current draft. The criteria for the first cut were, in short:
  1. is the term in JACS3?
  2. is there evidence of use of the term in HESA data returns?
  3. is the term’s definition and scope sufficiently clear and comprehensive to allow classification?
  4. is the term reliably distinguishable from other terms?
The first criterion comes out of a recognition that JACS has imposed a structure and created its own reality over the years. That’s a good thing, and worth preserving for time series analysis reasons alone. The second criterion addresses an issue that has bedevilled JACS for a while: many terms were sound in theory, but barely or never used in practice. This creates confusion and often makes coding unreliable: what good is a term if it groups one degree programme in one institution? For that reason, we looked at whether a term has at least two degree programmes in at least two institutions in HESA student data returns. The third criterion has to do with the way some JACS terms were defined: some were incomplete –e.g. “history by topic” without specifying what that topic was– or where not sufficiently complete to determine what was in or out. The final criterion of distinguishability is related to that: we examined the HESA returns for consistency of coding. If the spread of similar degree programmes over several terms indicated that people were struggling to distinguish between terms, we’ve rearranged terms so that they follow the groupings that were obvious in the data as closely as possible. We’ve also started to test any such changes with sorting exercises to ensure that people can indeed distinguish between four related terms. A commonly administered change process Just like JACS evolved over the years, so will HECoS. The difference is that we are proposing to regularise the change and allow it to follow a predictable path. The main mechanism for that would be a registry for new terms. The diagram outlines how a new subject term can be discovered, or entered for consideration for inclusion, or discovery by others. newTermProcess The proposed criteria for accepting a new term into HECoS proper are similar the ones used for the first draft: a term has to be demonstrably in use, or fill a need, and be distinguishable by non-specialists. In each case, though, the HECoS governance body, which is designed to represent the whole sector, will have the ultimate say on which terms will be accepted or retired, and how often these changes will happen.

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QTI 2.1 tool tutorial http://blogs.cetis.org.uk/wilbert/2015/02/25/qti-2-1-tool-tutorial/ http://blogs.cetis.org.uk/wilbert/2015/02/25/qti-2-1-tool-tutorial/#comments Wed, 25 Feb 2015 07:50:00 +0000 http://blogs.cetis.org.uk/wilbert/?p=243 Learning about an interoperability specification such as a QTI 2.1 becomes easier when you can see it working in a set of tools. In this post, we’ll create a very simple test using three freely available tools. Item creation We’ll get started with making an item, and we’ll use Kingston University’s Uniqurate. As an item […]

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When does a book become a web platform? http://blogs.cetis.org.uk/wilbert/2014/06/24/when-does-a-book-become-a-web-platform/ http://blogs.cetis.org.uk/wilbert/2014/06/24/when-does-a-book-become-a-web-platform/#comments Tue, 24 Jun 2014 23:24:57 +0000 http://blogs.cetis.org.uk/wilbert/?p=232 During last week’s CETIS conference I ran a session to assess how ebooks can function as an educational medium beyond the paper textbook. After reminding ourselves that etextbooks are not yet as widespread as ebook novels, and that paper books generally are still most widely read, we examined what ebook features make a good educational […]

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During last week’s CETIS conference I ran a session to assess how ebooks can function as an educational medium beyond the paper textbook.

After reminding ourselves that etextbooks are not yet as widespread as ebook novels, and that paper books generally are still most widely read, we examined what ebook features make a good educational experience.

Though many features could have been mentioned, the majority were still about the experience itself. Top of the bill: formative assessment at the end of a chapter. Either online or offline, it needs to be interactive, and there need to be a lot of items readily available. Other notable features in the area include a desire for contextualised discussion about a text. Global is good, but chats limited to other learners in a course is better. A way of asking for clarification of a teacher by highlighting text was another notable request.

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A simpler sourcing maturity assessment approach http://blogs.cetis.org.uk/wilbert/2013/11/29/a-simpler-sourcing-maturity-assessment-approach/ http://blogs.cetis.org.uk/wilbert/2013/11/29/a-simpler-sourcing-maturity-assessment-approach/#comments Fri, 29 Nov 2013 12:10:43 +0000 http://blogs.cetis.org.uk/wilbert/?p=220 Knowing how to procure your IT services, software and hardware is a vital function in any organisation. Assessing one’s maturity in this aspect can be complex, which is why SURF developed a simpler approach. There are a number of perspectives to take on IT and its place in an organisation, but for further and higher […]

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Knowing how to procure your IT services, software and hardware is a vital function in any organisation. Assessing one’s maturity in this aspect can be complex, which is why SURF developed a simpler approach.

There are a number of perspectives to take on IT and its place in an organisation, but for further and higher education institutions, the procurement or sourcing of services – in the widest sense of the word ‘services’ – may be among the most important ones. With the ongoing move to cloud provisioning, determining where a particular service is going to come from and how it is managed is crucial.

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Using standards to make assessment in e-textbooks scalable, engaging but robust http://blogs.cetis.org.uk/wilbert/2013/11/06/using-standards-to-make-assessment-in-e-textbooks-scalable-engaging-but-robust/ http://blogs.cetis.org.uk/wilbert/2013/11/06/using-standards-to-make-assessment-in-e-textbooks-scalable-engaging-but-robust/#comments Wed, 06 Nov 2013 16:30:22 +0000 http://blogs.cetis.org.uk/wilbert/?p=209 During last week’s EDUPUB workshop, I presented a demo of how an IMS QTI 2.1 question item could be embedded in an EPUB3 e-book in a way that is engaging, but also works across many e-book readers. Here’s the why and how. One of the most immediately obvious differences between a regular book and an […]

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During last week’s EDUPUB workshop, I presented a demo of how an IMS QTI 2.1 question item could be embedded in an EPUB3 e-book in a way that is engaging, but also works across many e-book readers. Here’s the why and how.

One of the most immediately obvious differences between a regular book and an e-textbook is the inclusion of little quizzes at the end of a chapter that allow the learner to check their understanding of what they’ve just learned. Formative assessment matters in textbooks.

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