Key Information Set (Kis) Collection 2014-15

QUALITY ENHANCEMENT

KEY INFORMATION SET (KIS) COLLECTION 2014-15

SHEFFIELD HALLAM UNIVERSITY - APPROACH TO KIS LEARNING, TEACHING

AND ASSESSMENT METHODS

1.INTRODUCTION

This guide sets out Sheffield Hallam University's approach to reporting the KIS Learning, Teaching and Assessment information in the KIS return.

2.LEARNING AND TEACHING CATEGORIES

There are three categories for the KIS learning and teaching methods: scheduledlearning and teaching activity, guided independent study and placement.The learning and teaching information used for the KIS collection 2014-15 is based on 2013-14 delivery and largely derived from data already held in the University's corporate student records system (SI). In determining the proportion of time in each type of activity it is expected that institutions will use the convention that one credit point equates to ten learning hours. Given that the time in scheduled learning and teaching activities and placements is likely to be most accurately measured, it is expected that the proportion in guided independent study will typically be derived as the number of hours remaining after taking into account hours spent in placements and scheduled learning and teaching activities.

For new or substantially revised courses actual module choices will not be known. Where actual choices are not known institutions should give the expected percentage based on course planning and approval documents as well as patterns from similar courses. Where there is no element of student choice in module selection i.e. all modules are compulsory, the data can be marked as actual rather than estimate.

Please see Appendix 1 for the HESA definitions of learning and teaching methods.

NB The hours recorded in the KIS relate to the time that students should expect to spend engaged in learning and teaching activities, not staff.

2.1COURSE LEVEL LEARNING AND TEACHING INFORMATION

There are somescheduled learning and teaching activities that are delivered to students atcourse levelbut which might not be linked to modules, for example Induction, Academic and Professional Advisor system,Personal and Professional Development, course field trips. It is possible to report these hours although it has to be done as a separate manual exercise. Where faculties wish a number of hours related to course level or 'overarching'activities to be recorded, this information is collected by course stage (year)as a separate exercise from the module informationcollation.

2.2MODULE LEARNING AND TEACHING INFORMATION

2.2.1Principles

Typically, scheduled learning and activities are supervised, although as the table below illustrates, unsupervisedfieldwork and external visitscould be classed asscheduled;

Field trips/residentials will be classed as scheduledonly if compulsory or covered by the standard fee per year. For example, an overseas trip should not be included in the scheduled category if the student is required to incur the additional costs of the tripunless the trip is part of the required learning for the module, all students are expected to participate and they have been informed of this course requirement at or before enrolment;

Day field trips will normally be classed as 6-8 hours scheduledlearning and teaching activity. HESA advice is that break times should be excluded from the calculation of learning and teaching methods and that the calculation should not exceed the convention of one credit point to ten learning hours;

Week residential visits will normally be classed as a maximum of 40 hoursscheduledactivity.HESA advice is that break times should be excluded from the calculation of learning and teaching methods and that the calculation should not exceed the convention of one credit point to ten learning hours;

HESA would not expect travel time for field trips or residential visits to be included in the scheduled learning and teaching category on the basis that any work undertaken during that time is likely to be minimal. However, HESA advice is that should travel time be includedin the calculation of learning and teaching methods, the calculation should not exceed the convention of one credit point to ten learning hours. SHU advice is therefore that it may be appropriate to include a proportion of travel time as scheduled activity should the activity fit within the definition of scheduledlearning and teachingand within the maximums specified by SHU and the convention of one credit point to ten learning hours. There should also be supporting evidence for the activity;

Although according to the HESA guidance 'distance learning' will generally be guided independent study, there are likely to be activities associated with 'distance learning' that could be classed as scheduled;

Typically, virtual learning could be classed as scheduled, as the table below illustrates, although this would not include, for example, lecture materials being made available on BlackBoard;

‘Office hours’ or ‘drop in sessions’ where staff are available to students, but where this activity is not individually scheduled for students in the same way as lectures and seminars etc, should not be classed as scheduled activity;

'Drop in sessions' where staff are available to students, but where this activity is scheduled for students in the same way as lectures and seminars etcand allocated to modules in their timetables,could be classed as scheduledactivity. If it is not appropriate to allocate to modules in student timetables the activity should be included in the course level non-modular scheduledlearning and teaching activity, see 2.1 of this document. NB it may be more helpful here to use an alternative term to 'drop in sessions' to avoid confusion with the 'drop in sessions' that cannot be classed as scheduled activity, see principle above;

Time spent on formative assessment should be included within the calculation of learning and teaching methods. The categories in which formative assessments are included within the learning and teaching activities will depend on their exact nature. For example, a class test which is a formative piece of assessment may contribute to both scheduled learning and teaching activities (for the time spent taking the test) and guided independent study (for the time spent revising/preparing for the test);

Time spent in summative assessments such as an examination in an examination hall should not be included within the calculation of learning and teaching methods, although preparation for the examination may be included under guided independent study, as would, for example, writing up a dissertation. Timetabled revision sessions may be included under scheduledlearning and teaching activity.

For placements (not part of a sandwich year), where the total number of hours on placement exceeds 10 hours per credit, the total number of hours should be capped at 10 hours per credit, unless external requirements dictate that students should spend significantly more than 10 hours per credit in placements. NB Separate guidance is being developed with HESA March-April 2014.

Webinars should be categorised as guided independent study when a student can access them on demand. If a webinar is only available at a specific time, it should be included as scheduled learning.

The above principles apply equally to course level and module level learning and teaching methods, as appropriate.

2.2.2Mapping of SHU Activities to HESA Activity Types

A mapping of typical SHU learning and teaching activities to HESA guidance and the associated KIS categories, to be used for the 2014-15KIS Collection, is set out in the table below:

MODULELEARNING AND TEACHING ACTIVITIES–MAPPING FOR KIS COLLECTION 2014-15

SHU Activity / HESA Guidance Activity types / KIS Category
Lecture (could include virtual) / Lecture / Scheduled
Careers Talk/Presentation
Lecture/Screening (generally)
Seminar (could include virtual) / Seminar / Scheduled
Webinar (if available at a specific time)
Tutorial (could include virtual) / Tutorial / Scheduled
Micro teaching activity
Learning Sets
Project supervision (could include virtual) / Project supervision / Scheduled
Supervision (1:1)
Demonstration (could include virtual) / Demonstration / Scheduled
Mock careers interviews
Practical classes and workshops (likely to be supervised or observed and may be conducted remotely) / Practical classes and workshops / Scheduled
Laboratory/Practical
IT Lab/IT Session
Firm meetings
Law Clinic
Supervised time in studio/workshop (unlikely to include virtual) / Supervised time in studio/workshop / Scheduled
Fieldwork1(could be supervised or unsupervised and may be virtual) / Fieldwork / Scheduled
External visits1 (could be supervised or unsupervised) / External visits / Scheduled
Formative assessment2 / Varies / Scheduled2
Formal scheduled 'drop-in' sessions3 / Tutorial / Scheduled
Guided independent study4 / Guided independent study / Independent
Webinar (if access on demand)
Work based learning / Work based learning / Placement
Placement (not SW year placements)5 / Placement / Placement
Year abroad (any study overseas whether for all or part of a year abroad) / Year abroad / Placement

1Only if compulsory or included in standard fee, for example an overseas trip should not be included in the

scheduledcategoryif the student is required to incur the additional costs of the trip unless the trip is part of the

required learning for the module,all students are expected to participate and they have been informed of this

course requirement at or before enrolment.

2 The time spent on formative assessment should be included within the calculation of learning and teaching methods.

The categories in which formative assessments are included within the learning and teaching activities will depend on their

exact nature. For example, a class test which is a piece of formative assessment may contribute to both scheduled learning

and teaching activities (for the time spent taking the test) and guided independent study (for the time spent revising/

preparing for the test).Time spent in summativeassessmentsuch as an examination should not be included within

the calculationof learning and teaching methods although preparation for the examination would be included in

guided independent study.

3 Where this activity is individually scheduled for students in the same way as lectures, seminars etc and allocated to

modules in their timetables it could be classed as scheduled activity.

4 See page 8 of this document for the HESA definition of guided independent study.

5 This means placement within a module or a placement module, not the placement year in a sandwich course.

NB There may be activities included in the above table that take place outside modules and therefore should be reflected

in the course level information, see 1.1 of this document.

3. ASSESSMENT

There are three categories for the KIS assessment methods: written (exam), coursework and practical. The assessment information used for the KIS collection 2014-15is based on 2013-14 delivery and derived from data already held in the University's corporate student records system (SI). In determining the percentage of assessment in each category, only summativeassessments should be included. Please see Appendix 1 for the HESA definitions of assessment methods.

A mapping of SHU Assessment Task Types to HESA guidance and the associated KIS categories, to be used for the 2014-15KIS Collection, is set out in Appendix 2.

Student Engagement and Experience

Quality Enhancement,

Student Learning Services

Sheffield Hallam University

June 2014

For further information, please contact:

Gabrielle Latham

Appendix 1

EXTRACT FROM HESA GUIDANCE ON KIS 2014/15 (Version 1.0 2014-01-16)

LEARNING AND TEACHING METHODS AND ASSESSMENT METHODS

Learning and Teaching Methods

In determining the proportion of time spent in each type of activity it is expected that institutions will use the convention that one credit point equates to 10 learning hours. Given that the time in scheduled learning and teaching activities and placements is likely to be most accurately measured, it is expected that the proportion in guided independent study will typically be derived as the number of hours remaining after taking into account hours spent in placements and scheduled learning and teaching activities. In all cases the three percentages must sum to 100.

The QAA have compiled/developed an indicative list of learning and teaching methods, which is reproduced below. Before that, in the table is indicated how each of these methods should be categorised for the purpose of the KIS.

Activity type / KIS category
Lecture / Scheduled
Seminar / Scheduled
Tutorial / Scheduled
Project supervision / Scheduled
Demonstration / Scheduled
Practical classes and workshops / Scheduled
Supervised time in studio/workshop / Scheduled
Fieldwork / Scheduled
External visits / Scheduled
Guided independent study † / Independent
Work based learning * / Placement
Placement † / Placement
Year abroad † / Placement

*The definition has been modified from that used by the QAA and is consistent with that used in student support regulations.
† These categories are not included in the QAA list

NB: The time spent on formative assessment should be included within the calculation of learning and teaching methods. The categories in which formative assessments are included within the learning and teaching activities will depend on their exact nature. For example, a class test may contribute to both scheduled learning and teaching activities (for the time spent taking the test) and guided independent study (for the time spent revising/preparing for the test). Time spent in summative assessments such as an examination in an examination hall should not be included within the calculation of learning and teaching methods, although preparation for the examination may be included under Guided independent study. Timetabled revision sessions may be included under scheduled learning and teaching activities.

INDICATIVE LIST OF LEARNING AND TEACHING METHODS

Lecture

A presentation or talk on a particular topic.

The term 'lecture' covers everything from the traditional model, where a single member of the institution's staff or an affiliate1 introduces ideas or delivers facts to a group of students, to approaches that might be much more interactive, involve a variety of contributors, make use of a range of media and technologies, and take place virtually as well as in person. Lectures are assumed, in general, to involve larger groups of students than do seminars and tutorials but size will vary depending upon the nature of what is being taught, the size of the overall student cohort, and practical concerns.

Seminar

A discussion or classroom session focusing on a particular topic or project.

Seminars are defined as sessions that provide the opportunity for students to engage in discussion of a particular topic and/or to explore it in more detail than might be covered in a lecture - the extent of interaction will depend on the delivery method. A typical model would involve a guided, tutor-led discussion in a small group. However, the term also encompasses student or peer-led classes with a staff member or affiliate present. As with lectures, use of technology means seminars may take place virtually. Seminars are assumed in general to involve smaller groups of students than lectures, but size will vary depending upon the nature of what is being taught, the size of the overall student cohort, and practical concerns.

Webinars should be categorised as guided independent study when a student can access them on demand. If a webinar is only available at a specific time, it should be included as scheduled learning.

Tutorial

A meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project.

Tutorials may be distinguished from seminars for the stronger emphasis that they place on the role of the tutor in giving direction or feedback. Tutorials can happen virtually as well as face-to-face.

Where feedback tutorials are scheduled in learning programmes (for example, following the return of marked coursework), they should be categorised as scheduled tutorials, otherwise, ad hoc one to one feedback should be regarded as guided independent study.

Project supervision

A meeting with a supervisor to discuss a particular piece of work.

The term 'project supervision' is used to refer to the meetings that a student or group of students would have with a supervisor, to plan, discuss, and monitor progress on a particular piece of work, such as a dissertation or extended project. Meetings can take place virtually or in person. The size of a project supervision meeting will depend upon the number of students involved in the work concerned, and the nature of that work but supervisions will frequently also take place on a one-to-one basis.

Demonstration

A session involving the demonstration of a practical technique or skill.

Examples might include the demonstration of laboratory skills, clinical skills, performance art or fieldwork techniques. Demonstrations can take place virtually or in person. The size of a demonstration is likely to depend upon the number of students involved in the work concerned, as well as the nature of that work, but could also take place on a one-to-one basis.

Practical classes and workshops

A session involving the development and practical application of a particular skill or technique.

Examples are wide ranging and could include a laboratory class, recital, artefact handling/identification, language conversation, sports match and so on. Practical classes and workshops might incorporate elements of teaching or guided learning, and they are at least likely to be supervised or observed. These sessions are more likely to take place in person but, depending on the nature of the subject, may also be conducted remotely.

The size of a practical class or workshop will depend upon the nature of the activity. Workshops are likely to involve at least a small group of students but practical classes could take place on a one-to-one basis.

Supervised time in studio/workshop

Time in which students work independently but under supervision, in a specialist facility such as a studio or workshop.

Examples might include time spent in an art or design studio, or in a rehearsal space such as a workshop theatre. It could be timetabled or take place on an ad hoc basis. Peers as well as staff or affiliates may be involved. Due to the nature of the activity, it is unlikely to take place virtually. Supervised time in a studio/workshop might involve a group or individual.