eprintid: 1476880
rev_number: 41
eprint_status: archive
userid: 608
dir: disk0/01/47/68/80
datestamp: 2016-03-22 13:09:28
lastmod: 2021-10-13 23:23:37
status_changed: 2017-01-04 15:06:11
type: article
metadata_visibility: show
creators_name: Barefoot, H
creators_name: Oliver, M
creators_name: Mellar, H
title: Informed choice? How the United Kingdom's Key Information Set fails to represent pedagogy to potential students
ispublished: pub
divisions: UCL
divisions: B16
divisions: B14
divisions: J77
divisions: J81
keywords: Key Information Set, student choice, pedagogy, curriculum design, learning design, National Student Survey, higher education, quality
note: This is an Accepted Manuscript of an article published by Taylor & Francis in Quality in Higher Education on 18 April 2016, available online: http://www.tandfonline.com/10.1080/13538322.2016.1153899.
abstract: This paper explores the ways in which information about course pedagogy has been represented to potential students through national descriptors and specifications such as the United Kingdom’s Key Information Set. It examines the extent to which such descriptors provide helpful information about pedagogy, for example innovative uses of technology. The paper starts by exploring the wider context within which these descriptors have been developed, including a comparison of similar descriptions internationally. This is followed by a comparative analysis, in which two courses (one single honours undergraduate degree, one Massive Open Online Course) are classified and compared. This serves to illustrate the blind spots in classifications such as the Key Information Set. The paper concludes by arguing that further work is needed to develop classification schemes that both address explicitly the interests of potential students and are able to represent the pedagogic decisions that differentiate teaching in contemporary higher education.
date: 2016-04-18
official_url: http://dx.doi.org/10.1080/13538322.2016.1153899
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
article_type_text: Article
verified: verified_manual
elements_id: 1119945
doi: 10.1080/13538322.2016.1153899
lyricists_name: Mellar, Harvey
lyricists_name: Oliver, Martin
lyricists_id: HMELL80
lyricists_id: MOLIV57
actors_name: Oliver, Martin
actors_id: MOLIV57
actors_role: owner
full_text_status: public
publication: Quality in Higher Education
volume: 22
number: 1
pagerange: 3-19
issn: 1470-1081
citation:        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 , 22  (1)   pp. 3-19.    10.1080/13538322.2016.1153899 <https://doi.org/10.1080/13538322.2016.1153899>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/1476880/3/Oliver_Barefoot%20et%20al%20LEECE.pdf