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Cetis13 plenary

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Christina Smart
Christina Smart

The document discusses QTI version 2.1, an interoperability standard for questions and tests, noting that it is being implemented in six nations with £300 million in investment. It also describes authoring tools that allow combining different interaction types in questions and a tool that implements most of the QTI specification across learning platforms. Some early uses of adaptive testing are mentioned but more experience is needed to develop a profile for higher education in the UK.

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CETIS13 Plenary
QTI v2.1 Wilbert Kraan
IMS Question & Test Interoperability • QTI 2.1 is out now, and being implemented in six nations, with around £300 mill. investment • UniQurate authoring editor allows lecturers to combine lots of interactions in one question item • QTIWorks does most of the spec, works seamlessly in BB, Moodle and other LTI enabled platforms • Jassess is reporting back from the outer reaches of adaptive testing: that works, but requires pondering • Too early to nail a UK HE profile of QTI, but the outline is pretty clear 3
HE Information Landscape - Seize the Day Adam Cooper
Lightening Talks ● Course data – useful applications ● Search engines are useless ● Educationhackers.org - developer talents solving problems in our educational institutions ● Big data + big project = big waste of money ● Just one academic me please! ● Data warehouses, reporting and the HEIL
Four Ideas 1.Staff Development - “data literacy” Better equipped for collaborative design 2.Open [Sector] Vocabularies Discovery, transformation, publication 3.Students as data creators/consumers Students building the tools they need 4.Course data/information Hire students to curate course data
OPEN Practice and OER Sustainability Phil Barker
Open Practice and OER Sustainability “Scratch your own itch” Images @mrnick, @dkernohan; quote Julian Tenney
Is your open their open? “It’s like MOOCs stole OER’s girlfriend”
Future of CETIS session Paul Hollins
Future of the CETIS Emerging technologies • Short term (12months) Bring You Own Cloud, Mobile Devices • Mid term (2-3 years) Haptics, New User Interfaces Market Analytics • Long term (3-5years) Next Generation Institutional Systems Semi Autonomous Software Agents
future of the CETIS “need to demonstrate ROI, need to show short term “lots of choices need to be for governments” made for the future” “cross road or a roundabout” “keep the conversation going , more than creating “not everything is education standards/interoperability specific - has other wider specs” potential” “vision and value set are keys” “cetis stops massive cock-ups! “applying this group of " stopping sector making stupid brilliant people" ideas decisions - hard to share that”. to the rest of the world ”
Open Innovation and Open Development Scott Wilson and Simon Whittemore
Stay Alive
Mine buried treasure
Skills and Competence Simon Grant
Skills and competence opportunities session  Session framed as opportunity to think forward  What if we had a good infrastructure in place  With lots of linked data  Outcomes, competences etc. linking to frameworks  What opportunities would open up?  Some short presentations  Two small groups formulating opportunities etc.  Much useful discussion and clarification  InLOC mentioned as enabler 17
Group A  Learner tools  How am I doing? What do I know well; what don't I know well?  Employer tools  Role aware job spec management / tailoring; upskilling  Many other service tools  Awarding bodies, universities, etc.  Small-time developers  Youtube clips, apps, effectively linked / tagged  Disaggregation makes parts much more accessible generally  Possibility of taking into account accessibility  Mix physical ability requirements in with other skills 18
Group B  Motivation  Individual lifelong learning pathways  Disaggregating courses and qualifications  Which are currently too course  Using a common language  Skills audits; evolving skills requirements  Path to the outcome  Built on common language  Tools include granular skills audit, flexible self- description 19
Analytics and Institutional Capabilities Sheila MacNeill
• Big Data + •Big Project= •Big Waste of Money
Cetis13 plenary

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Cetis13 plenary

  • 3. IMS Question & Test Interoperability • QTI 2.1 is out now, and being implemented in six nations, with around £300 mill. investment • UniQurate authoring editor allows lecturers to combine lots of interactions in one question item • QTIWorks does most of the spec, works seamlessly in BB, Moodle and other LTI enabled platforms • Jassess is reporting back from the outer reaches of adaptive testing: that works, but requires pondering • Too early to nail a UK HE profile of QTI, but the outline is pretty clear 3
  • 4. HE Information Landscape - Seize the Day Adam Cooper
  • 5. Lightening Talks ● Course data – useful applications ● Search engines are useless ● Educationhackers.org - developer talents solving problems in our educational institutions ● Big data + big project = big waste of money ● Just one academic me please! ● Data warehouses, reporting and the HEIL
  • 6. Four Ideas 1.Staff Development - “data literacy” Better equipped for collaborative design 2.Open [Sector] Vocabularies Discovery, transformation, publication 3.Students as data creators/consumers Students building the tools they need 4.Course data/information Hire students to curate course data
  • 7. OPEN Practice and OER Sustainability Phil Barker
  • 8. Open Practice and OER Sustainability “Scratch your own itch” Images @mrnick, @dkernohan; quote Julian Tenney
  • 9. Is your open their open? “It’s like MOOCs stole OER’s girlfriend”
  • 10. Future of CETIS session Paul Hollins
  • 11. Future of the CETIS Emerging technologies • Short term (12months) Bring You Own Cloud, Mobile Devices • Mid term (2-3 years) Haptics, New User Interfaces Market Analytics • Long term (3-5years) Next Generation Institutional Systems Semi Autonomous Software Agents
  • 12. future of the CETIS “need to demonstrate ROI, need to show short term “lots of choices need to be for governments” made for the future” “cross road or a roundabout” “keep the conversation going , more than creating “not everything is education standards/interoperability specific - has other wider specs” potential” “vision and value set are keys” “cetis stops massive cock-ups! “applying this group of " stopping sector making stupid brilliant people" ideas decisions - hard to share that”. to the rest of the world ”
  • 13. Open Innovation and Open Development Scott Wilson and Simon Whittemore
  • 16. Skills and Competence Simon Grant
  • 17. Skills and competence opportunities session  Session framed as opportunity to think forward  What if we had a good infrastructure in place  With lots of linked data  Outcomes, competences etc. linking to frameworks  What opportunities would open up?  Some short presentations  Two small groups formulating opportunities etc.  Much useful discussion and clarification  InLOC mentioned as enabler 17
  • 18. Group A  Learner tools  How am I doing? What do I know well; what don't I know well?  Employer tools  Role aware job spec management / tailoring; upskilling  Many other service tools  Awarding bodies, universities, etc.  Small-time developers  Youtube clips, apps, effectively linked / tagged  Disaggregation makes parts much more accessible generally  Possibility of taking into account accessibility  Mix physical ability requirements in with other skills 18
  • 19. Group B  Motivation  Individual lifelong learning pathways  Disaggregating courses and qualifications  Which are currently too course  Using a common language  Skills audits; evolving skills requirements  Path to the outcome  Built on common language  Tools include granular skills audit, flexible self- description 19
  • 20. Analytics and Institutional Capabilities Sheila MacNeill
  • 21. • Big Data + •Big Project= •Big Waste of Money

Editor's Notes

  1. NMC and TEL-MAP