Throughout the year Cetis produces a range of publications annually including briefing papers, white papers, reports, books and journal articles. A complete listing of our publications is available here.
Link: Survey of the State of Analytics in UK Higher and Further Institutions 2013 (pdf).
Link: Survey of the State of Analytics in UK Higher and Further Institutions 2013 (MS Word docx).
An informal survey was undertaken by Cetis in May and June 2013. Subscribers to a number of email circulation lists – with members coming largely from institutional IT, administration and educational technology responsibilities – were invited to respond.
The purpose of the survey was to:
- Assess the current state of analytics in UK FE/HE.
- Identify the challenges and barriers to using analytics.
Chart showing reported data sources for analytics
For the purpose of the survey, we defined our use of “analytics” to be the process of developing actionable insights through problem definition and the application of statistical models and analysis against existing and/or simulated future data. In practical terms, it involves trying to find out things about an organisation, its products services and operations, to help inform decisions about what to do next.
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Link: Engaging Developers in Standards Development; the Cetis Code Bash Approach (PDF)
Link: Engaging Developers in Standards Development; the Cetis Code Bash Approach (MS Word .docx)
A linear process in which a written standard is created and then implemented in software is liable to fail for many reasons arising both from the difficulty in writing a specification that is sufficiently precise and accurate while also allowing for necessary flexibility in use, and from the intrinsic complexity of the human activities and IT systems in which it will be realised. Engaging software developers in the standards development process has been found to be an effective means to improve the written standards, to enlarge the scope of practical interoperability between software, and to identify and share effective practice. Over a period of years, Cetis developed an approach to this kind of engagement which we called a “Code Bash”. This white paper outlines the motivation, typical outcomes and practicalities of running a Code Bash and is intended to motivate people working in either formal or informal standards-development settings to engage developers in the process and to provide them with some ideas to adapt to their own setting.
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Link: The Benefits of Open (PDF)
Link: The Benefits of Open (MS .docx)
This background paper presents executive summaries and links to key documents and publications relating to all aspects of openness in education.
Open Scotland is a one day summit facilitated by Jisc Cetis in collaboration with SQA, Jisc RSC Scotland and the ALT Scotland SIG. The event will provide an opportunity for key stakeholders to critically reflect on the national and global impact and opportunities of open education, provide a forum to identify shared strategic interests and work towards a more integrated Scottish approach to openness in education.
Continue reading The Benefits of Open. Open Scotland background briefing paper
Link: Activity Data and Paradata (pdf)
Link: Activity Data and Paradata (MS Word .docx)
This briefing introduces a range of approaches and specifications for recording and exchanging data generated by the interactions of users with resources.
Such data is a form of Activity Data, which can be defined as “the record of any user action that can be logged on a computer”. Meaning can be derived from Activity Data by querying it to reveal patterns and context, this is often referred to as Analytics. Activity Data can be shared as an Activity Stream, a list of recent activities performed by an individual. Initiatives such as OpenSocial, ActivityStreams and TinCan API have produced specifications and APIs to share Activity Data across platforms and applications.
While Activity Streams record the actions of individual users and their interactions with multiple resources and services, other specifications have been developed to record the actions of multiple users on individual resources. This data about how and in what context resources are used is often referred to as Paradata. A specification for recording and exchanging paradata has been developed by the Learning Registry, an open source content-distribution network for storing and sharing information about learning resources.
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ISSN 2051-9214 Vol 2, No 2.
Link: Cetis Analytics Series Vol 2, No 2. Acting on Assessment Analytics (pdf)
Link: Cetis Analytics Series Vol 2, No 2. Acting on Assessment Analytics (MS Word docx)
Over the past five years, as part of its overall developments in teaching and learning, The University of Huddersfield has been active in developing new approaches to assessment and feedback methodologies. This has included the implementation of related technologies such as e-submission and marking tools.
In this case study Dr Cath Ellis shares with us how her interest in learning analytics began and how she and colleagues are making practical use of assessment data both for student feedback and overall course design processes.
Continue reading Cetis Analytics Series: Case Study, Acting on Assessment Analytics
Link: Writing in Book Sprints (OER13 Conference Paper) (PDF)
Link: Writing in Book Sprints (OER13 Conference Paper) (MS Word .doc)
Outlines a novel approach taken by Jisc and Cetis to synthesise and disseminate the technical outputs and findings of three years of HEFCE funded UKOER Programmes. Rather than employing a consultant to produce a final synthesis report, the authors decided to undertake the task themselves by participating in a three-day book sprint facilitated by Adam Hyde of BookSprints.net. Over the course of the three days the authors wrote and edited a complete draft of a 21,000 word book titled “Technology for Open Educational Resources: Into the Wild – Reflections of three years of the UKOER programmes”.
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The Learning Registry: social networking for open educational resources? (OER13 Conference paper) (PDF)
The Learning Registry: social networking for open educational resources? (OER13 Conference paper) (MS Word .doc)
This paper reflects on Cetis’ involvement with the Learning Registry and Jisc’s Learning Registry Node Experiment at Mimas (The JLeRN Experiment), and their application to UKOER initiatives. Initially funded by the US Departments of Education and Defense, the Learning Registry (LR) is an open source network for storing and distributing metadata and curriculum, activity and social usage data about learning resources across diverse educational systems.
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Link: New Approaches to Describing and Discovering Open Educational Resources (OER13 Conference paper)(PDF)
Link: New Approaches to Describing and Discovering Open Educational Resources (OER13 Conference paper) (MS Word .doc)
This paper reports and reflects on the innovative technical approaches adopted by UKOER projects to resource description, search engine optimisation and resource discovery. The HEFCE UKOER programmes ran for three years from 2009 to 2012 and funded a large number and variety of projects focused on releasing open educational resources (OERs) and embedding open practice. The Cetis Innovation Support Centre was tasked by JISC with providing strategic advice, technical support and direction throughout the programme. One constant across the diverse UKOER projects was their desire to ensure the resources they released could be discovered by people who might benefit from them; if no one can find an OER no one will use it. This paper will focus on three specific approaches with potential to achieve this aim: search engine optimisation, embedding metadata in the form of schema.org microdata, and sharing “paradata” information about how resources are used.
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ISSN 2051-9214 Vol 2, No 1.
Link: Cetis Analytics Series Vol 2, No 1. Case Study, Engaging with Analytics
Link: Cetis Analytics Series Vol 2, No 1. Case Study, Engaging with Analytics (MS Word .docx)
Jean Mutton, Student Experience Project Manager, University of Derby, shares with us some approaches she has been spearheading in terms of using data and analytics to help improve the student experience. Through their participation in Jisc development programmes, Jean and her team (including paid student interns) have taken a service design approach that focuses on the needs of end user first.
This case study explores the wider issues around using data to inform decision making, and the strategies the University of Derby are developing to improve their student enhancement processes by addressing key questions such as:
- What is actually happening to students, how can we find out?
- What are the touch points with between students and the institution?
- What are the institutional “digital footprints” of our students?
- What really matters to our students?
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Link: MOOCs and Open Education: Implications for Higher Education (pdf)
Link: MOOCs and Open Education: Implications for Higher Education (MS Word docx)
This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets. The report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada. A literature review was undertaken focussing on the extensive reporting of MOOCs through blogs, press releases as well as openly available reports. This identified current debates about new course provision, the impact of changes in funding and the implications for greater openness in higher education. The theory of disruptive innovation is used to help form the questions of policy and strategy that higher education institutions need to address.
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