Key Information Set – survey and consultation
The steering group of the Quality Assurance and Quality Enhancement in E-Learning Special Interest Group (QAQE SIG) is conducting a small piece of research to consider how the Key Information Set (KIS) requirements have been met within Institutions and to identify any challenges that the KIS poses for technology enhanced learning (TEL). We would like to invite members of the QAQE Special Interest Group (SIG) and other key stakeholders to answer a short questionnaire to help us gain insights into how TEL teaching activities and assessments have been categorised and if the KIS is influencing, or will influence, developments within TEL.
The survey is anonymous and should take no longer than 15 minutes to complete.
Please use the following link to access the survey:
The questionnaire has ethical approval from the University of Hertfordshire (protocol number: EDU/SF/UH/00001) and will be open until 6th March.
In addition to the survey, the steering group is facilitating two consultation workshops to further explore any benefits or challenges posed by the KIS requirements and to contextualize early findings from the survey. Workshop attendance is free and refreshments will be provided. If you would like to attend please contact the relevant steering group member and they will provide further details.
March 14th Open University West Midlands, Birmingham. Contact: Jon Rosewell Jon.Rosewell@open.ac.uk
April 24th London Knowledge Lab, Institute of Education. Contact: Barbara Newland B.A.Newland@brighton.ac.uk
On behalf of the steering group, I would like to thank you in advance for helping us with our research
Helen Barefoot (Chair of the steering group)
Watch the Key Information Set (KIS) webinar
A recording of the QAQE SIG webinar on the KIS on 19/11/2011 is available to watch via this link
KIS Online Discussion 19.12.11 (2-4pm)
Thinking about the Key Information Set (KIS) and its impact on teaching quality and innovation?
The KIS will require teaching and learning methods to be categorised under three general headings: Scheduled learning and teaching activities, Guided Independent Study and Placement/Study Abroad.
Each is reported for each year of the course and the KIS has a headline figure (the percentage of the course spent overall in scheduled teaching and learning (i.e. the first category)).
Only the designated three categories can be used for the purpose of KIS reporting and each heading will present us with some challenges if we want to clearly articulate to students the richness of their learning experience. With the encouraged, and increased, use of technology enhanced learning (TEL), will the KIS constrain innovation? Institutions will want to ensure that they count all appropriate activities within the ‘scheduled learning’ heading and we shall need to consider how we interpret ‘guided independent study’. It is not clear how some activities are to be categorised and we will need to consider practice across the sector.
Join the online discussion with the QAQE SIG to consider these issues. Further information and a timetable is provided in this flyer.
Some of the results of this strand of the SIG’s work have been published in:
Barefoot, H., Oliver, M., & Mellar, H. (2016). Informed choice? How the United Kingdom’s key information set fails to represent pedagogy to potential students. Quality in Higher Education, 1-17. doi: 10.1080/13538322.2016.1153899