1. No category

JISC DEVELOPMENT PROGRAMMES
Project Document Cover Sheet
XIM FINAL REPORT
Project
Project Acronym
XIM
Project ID
Project Title
XCRI Implementation Models
Start Date
1 Dec 07
Lead Institution
APS Ltd
Project Director
Alan Paull
Project Manager &
contact details
Alan Paull, [email protected]
Partner Institutions
None
Project Web URL
http://xim.alanpaull.co.uk and XCRI wiki
End Date
30 May 08
Programme Name (and
number)
Programme Manager
Sarah Davies
Document
Document Title
Final Report
Author(s) & project
role
Alan Paull, Project Director
Date
20 June 08
URL
http://xim.alanpaull.co.uk/XIMreport2008-06-20.pdf
Access
; Project and JISC internal
Filename
XIMreport2008-06-20.pdf
; General dissemination
Document History
Version
Date
Comments
1
29 May 08
Draft
1.1
20 June 08
First release
XCRI Implementation Models Report
Executive Summary
1.
This report is aimed at both technical and non-technical staff considering or carrying out the
implementation of XCRI-CAP projects.
2.
The XCRI Implementation Models Project (XIM) was funded by the Joint Information
Systems Committee (JISC) for six months from December 2007 to May 2008. The work was
carried out by Alan Paull, APS Ltd.
3.
The project aimed to produce a set of good practice models for implementation of XCRI-CAP,
so that Higher Education Institutions (HEIs) and others could use the outputs for their own
implementations. The project reviewed all current implementations and projects relating to
the XCRI information model, together with existing material about institutional courses
information management systems, in order to draw up characteristics of institutions, to
identify relevant problems and solutions. The main project outcome was to provide practical
solutions to facilitate the exchange and re-use of course advertising information for take up
by HEIs and others. A subsidiary outcome (still to be completed) was a Service Usage Model
or Service Genre for submission to the e-Framework.
4.
Information was gathered from previous XCRI projects, from past and additional institutional
visits, and from contact with other XCRI practitioners from HEIs, FEIs and data collecting
organisations.
5.
The project developed a method, based loosely on process improvement models, for
characterising the attributes of an institution as a way of assessing its ‘XCRI readiness’.
Thirteen different attributes were defined, ranging from the number of courses, through data
structures, to availability of resources; each one having a defined scale from 0 to 4. Two
templates, one textual and the other graphical, were designed and field tested, so that they
could be used by other practitioners in future. The templates were validated by operational
use and by review by XCRI and course information experts. Use of this method permitted
the project to draw up visual representations of the XCRI readiness of ten institutions to
illustrate issues. In addition a set of minimum characteristics for XCRI readiness was
developed for comparative purposes.
6.
XIM also characterised the operations of data collecting organisations, developing some
models of potential practice, although no fully implemented examples yet exist.
7.
Using the information gathered and analysed via the templates, XIM illustrated a generic
course advertising function in an HEI and built process models and associated scenarios of
practice for XCRI-CAP implementation. Five main generic models were suggested:
•
Simple single stream output
•
Multiple source aggregation
•
Integrated content management
•
Outsourcing
•
Feedback
8.
XIM also looked at issues and potential solutions to problems from an HEI viewpoint.
Guidance is given about how to transform and map data to XCRI-CAP. A range of problems
based on the XCRI readiness characteristics was described and associated solutions were
suggested; for each one, links were given to further information and illustrations.
9.
Finally a ‘two page guide to implementing XCRI-CAP’ has been included as a checklist to aid
practitioners.
20 June 2008
Table of Contents
Executive Summary .................................................................................................................................. 2
Table of Contents ...................................................................................................................................... 3
Part 1: Background .................................................................................................................................. 4
Part 2: Aims and objectives .................................................................................................................... 5
Part 3: Methods......................................................................................................................................... 6
Part 4: Information gathering ..............................................................................................................10
Part 5: Analysis ........................................................................................................................................12
Part 6: Issues and potential solutions ..................................................................................................35
Part 8: Conclusions .................................................................................................................................42
Appendix A: Organisations and projects consulted .........................................................................43
Appendix B: Outline Service Usage Model: supply of course advertising information to data
collecting organisation ...........................................................................................................................44
A Two Page Guide to Implementing XCRI-CAP ..............................................................................45
Glossary of terms ....................................................................................................................................47
Table of Figures
Figure 1: Course advertising information in a Higher Education Institution ................................ 4
Figure 2: Spider diagram showing an example of XCRI readiness characteristics ....................... 9
Figure 3: Minimum characteristics for XCRI readiness....................................................................12
Figure 4: Characteristics of Ten Institutions.......................................................................................13
Figure 5: UML Activity Diagram Showing a Simple Generic Overview of Data Harvesting
using XCRI .......................................................................................................................................17
Figure 6: UML activity diagrams, showing updating model .........................................................18
Figure 7: Flow chart showing Learning Provider usage of Course Exchange software ............19
Figure 8: A Generic Course Advertising Function In An HEI ........................................................20
Figure 9: UML Activity Diagram For Simple Single Stream Model ..............................................22
Figure 10: UML Activity Diagram For Multiple Source Aggregation Model ..............................24
Figure 11: Xcri@Mmu Interim Solution Prior To Academic Database Project .............................27
Figure 12: UML Activity Diagram For Integrated Content Management Model........................28
Figure 13: London Metropolitan University System For Outputting Standardised Course
Information ......................................................................................................................................30
Figure 14: UML Activity Diagram For Outsourcing Model ............................................................31
Figure 15: UML Activity Diagram For Feedback Model .................................................................33
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Part 1: Background
10.
The XIM project sits within the context of two years’ work on the XCRI information model,
including a significant number of mini-projects investigating the practical usability of XCRICAP. There is now significant experience in using XCRI-CAP across a variety of institutions,
albeit on a small scale with few live implementations. The XCRI Support Project and others
involved in the XCRI programme identified a need to record and disseminate experience
gained to date, so that significant numbers of institutions could be helped with the practical
problems of XCRI implementation. More Higher and Further Education institutions, data
collecting organisations and software vendors were expressing an interest in XCRI, which
reinforced the requirement to learn lessons from early pilot implementations.
11.
XIM looked at processes in respect of managing course advertising information, primarily in
HEIs. The following diagram shows how course advertising information fits into the learner
and course life cycles.
FIGURE 1: COURSE ADVERTISING INFORMATION IN A HIGHER EDUCATION INSTITUTION
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Part 2: Aims and objectives
12.
The project aimed to help HEIs and other organisations to implement XCRI-CAP driven
services to facilitate the exchange and re-use of course advertising information.
13.
The project’s main outputs were to be a set of good practice models for implementation of
XCRI-CAP, so that HEIs and others could use the outputs for their own implementations. The
project set out to review all current implementations and projects relating to the XCRI
information model, together with existing material about institutional courses information
management systems, in order to draw up characteristics of institutions and to identify
relevant problems and solutions.
14.
XIM recognised that XCRI-CAP is designed for two primary purposes:
•
For publication of course advertising information for consumption by the learner
without re-formatting or further classification, in a manner similar to an RSS
newsfeed;
•
For data exchange between learning providers and data collection organisations,
for example between UCAS and its member institutions.
15.
The management processes and information flows for these two purposes might not be
aligned within the learning provider, and each provider may place greater emphasis on one
or other purpose. Furthermore the provider may be able to make internal use of processes
serving the first process, for instance in populating its own websites.
16.
XIM also aimed to contribute to the e-Framework by producing an outline service genre or
service usage model for publishing course related information, making use of (and
qualifying) existing services for harvesting.
17.
The project limited its target to XCRI-CAP implementation, rather than the whole of XCRI, so
it did not investigate in detail the use of XCRI r1.0 implementations or projects that were not
aimed at using the XCRI Course Advertising Profile.
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Part 3: Methods
18.
This section of the report describes the methods used by the project.
Information gathering
19.
The project investigated the usage of XCRI-CAP in HEIs and data collecting organisations,
building on earlier XCRI work, including the XCRI-CAP mini-projects, APS’ work for Greater
Manchester Strategic Alliance (GMSA) within the ioNW2 Project and initial work with
Hotcourses, UfI and UCAS. Information was gathered from project reports, conversations
with members of staff involved in managing and handling course advertising information,
and consultations with groups of relevant staff via XCRI mini-projects. Information for the
modelling work was gathered by face-to-face interviews with course information managers,
practitioners and technical specialists, usually through a visit to an institution.
20.
As part of its work for the GMSA in 2007 APS developed a template for gathering
information about course advertising information from higher education providers. The
template was modified and extended for XIM purposes, and definitions and help text added,
so that it might be used in the future by others1.
XCRI Readiness
21.
Using part of Capability Maturity Model Integration2 the project developed a method of
characterising an organisation’s management of course advertising information, and
describing its approach to processing and publication of this information through assessing
the organisation’s position on a range of scales, covering technical, process, information
management, data analysis, resourcing, relevant expertise and other variables. The set of
attributes formed an assessment of the organisation’s “XCRI readiness” based on previous
experience. It provided a framework for identifying problems and associated solutions.
ID
Attribute
Value
Start
0
1
2
3
4
End
1
Number of courses
Very large
Very small
2
Complexity of provision
Highly varied
Simple
3
Number of sources
Multiple
Single
4
Quality of authoring
Poor
Excellent
5
Data structures
Poorly defined
Well defined
6
Update frequency
Less than once/year
Continuous
7
Audit trail
None
Detailed
9a
Centralisation (UG)
Mostly decentralized
Complete
9b
Centralisation (PG)
Mostly decentralized
Complete
10
Process capability
Ad hoc
Well defined
11
Technical capability
Low
High
12
Organisational context
Hostile
Benign
13
Resources
Minimal
Plenty
TABLE 1: XCRI READINESS CHARACTERISTICS
1
XIM.dot; MS Word template; http://www.alanpaull.co.uk/xim/docs/xim.dot
2
CMMI® for Development, Version 1.2, Carnegie Mellon August 2006
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ID
22.
The scales of characteristics are designed to be similar but not identical to Capability Maturity
Model Integration. The scales run from 0 to 4, where 4 is perfect and 0 is least favourable.
The normal range of values was between 0 and 3, with relatively few values at 3.
23.
For each attribute a judgement has to be made as to where the organisation sits in relation to
previous judgements. As the scales were operated by one person during the XIM project, a
consistent approach was possible. Definitions are given here for each value in each scale.
Attribute
Definition of scale values
0
1
2
3
4
1
Number of
courses
> 500
200 - 499
50 - 199
10 - 49
< 10
2
Complexity
of provision
Large, complex
programmes with
extensive choice of
routes through them.
Complex rules on
choice.
Wide range of
provision across FT,
PT, DL, CPD, UG,
PG including
combined
programmes
Some complex types
(eg combined
degrees,
FT/PT/CPD)
Handful of simple
types
Very simple single
type
3
Number of
sources
An unknown number
of multiple sources
Many sources, but
the vast majority are
known
> 3 sources, all
known
2 or 3 sources
1 authoritative
source
4
Quality of
authoring
Poor; quality control
is severely lacking;
only the very basic
data is correct; much
of the information is
input in an ad hoc
fashion.
Average; many items
are correct, but some
of the data lacks
depth, is out-of-date
or is incorrect; there
are significant gaps.
Good; items are
generally correct, but
some are lacking in
depth and there are
acknowledged errors
Very good; items
contain correct
information with few
errors
Excellent; all items
correctly completed
5
Data
structures
Poor; data is held in
a non-normalised
form with no or poor
documentation;
additional data
structures have been
added reactively
without sufficient
regard to existing
ones.
Average; data
structures are
complex and not
internally consistent;
data is not fully
normalised; the
system is not welldocumented.
Good; data
structures are
coherent, but not
fully normalised;
definitions can be
derived from the
data. Some links
between data items
are not welldocumented.
Very good; data
structures are
coherent and most
data items defined
and documented
Perfect; fully
normalised; all data
items well defined
and documented;
vocabularies are
accessed through
look-up facilities and
are managed.
6
Update
frequency
Less than once/year
Annually
Termly
Approximately
monthly
Continuous
7
Audit trail
None
Date of new records
is recorded. Major
updates are
recorded by flags but
not dates.
Dates are recorded
whenever a course
or course instance
record is updated.
Audit trail is
implemented at
record level for every
significant record
type (course,
presentation,
qualification, venue,
etc)
Every update of
each significant field
is stored, trackable
and reversible.
9a
Centralisation (UG)
UG information
sources are
decentralised,
typically to individual
departments
A small proportion of
UG data is
centralised, most is
decentralised.
A significant
proportion of the UG
data is centralised
and the amount is
increasing.
Only a small amount
of the UG data is not
centralised (eg
funding data)
All UG course data is
held on 1 central
source
9b
Centralisation (PG)
PG information
sources are
decentralised,
typically to individual
departments
A small proportion of
PG data is
centralised, most is
decentralised.
A significant
proportion of the PG
data is centralised
and the amount is
increasing.
Only a small amount
of the PG data is not
centralised (eg
funding data)
All PG course data is
held on 1 central
source
10
Process
capability
“Incomplete”:
Process not carried
out or only partially
carried out.
“Performed”:
Process is carried
out but
improvements are
“Managed”: Basic
infrastructure exists
to support the
process; it is carried
out by skilled people,
“Defined”: A
managed process
that is tailored from
the organisation’s
standard set of
“Quantitatively
Managed”: A defined
process controlled
using statistical or
other quantitative
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ID
Attribute
Definition of scale values
0
1
2
3
4
not sustained.
with resources
according to a policy;
it is monitored,
controlled and
reviewed.
processes,
descriptions and
procedures. The
process is
documented,
managed proactively and with a
high level of
understanding.
techniques
throughout its life.
11
Technical
capability
None
There is some
knowledge and
understanding of the
relevant
technologies, but
skills are not
available in the
organisation.
There is knowledge
and understanding of
the relevant
technologies and
some skills are
available, but not all
areas are covered,
or there is lack of
experience.
Service oriented
approach and
interoperability
technical skills are
available, but
considerable effort is
required to access
them.
The organisation has
to hand all the
technical skills
required and can
deploy them easily.
12
Organisational
context
The organisation is
hostile to this
development.
The organisation has
significant
management
commitments that
might make this
development difficult
at this time (eg restructuring, mergers)
The organisation is
open to
developments in this
area, and
management
structures suggest
that commitment can
be obtained.
The organisation is
open to XCRI
development at
senior management
levels and there is
likely to be
agreement from
relevant technical
and non-technical
staff.
The organisation is
committed to XCRI
implementation at all
levels.
13
Resources
Minimal
Some available, but
it is known whether it
is sufficient.
Adequate if nothing
goes wrong.
Sufficient to
implement
successfully.
Plenty
TABLE 2: XCRI READINESS ATTRIBUTE SCALES
24.
For each attribute the most desirable value for XCRI readiness would be the rightmost value.
The first three attributes are generally fixed and could not be adjusted to aid XCRI
implementation; other attributes are under the control of the organisation, though not
necessarily under the control of the course advertising information managers.
25.
Definitions of the attributes and help text are provided in the template attached to this report.
26.
In addition a diagrammatic representation of the set of attributes enabled the project to make
comparisons between factors and between organisations readily. A template was developed
in Excel for this purpose3.
27.
When reading the XCRI characteristics diagrams, the larger the area of blue, the greater the
readiness of the institution for XCRI implementation.
3
spider.xltx; MS Excel template; http://www.alanpaull.co.uk/xim/docs/spider.xltx
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XCRI readiness
Resources
Number of courses
4
Complexity of provision
3
Organisational context
Number of sources
2
1
Technical capability
Quality of authoring
0
Process capability
Data structures
Centralisation (PG)
Update frequency
Centralisation (UG)
Audit trail
FIGURE 2: SPIDER DIAGRAM SHOWING AN EXAMPLE OF XCRI READINESS CHARACTERISTICS
Validation of the templates
28.
The XCRI readiness templates were circulated for comment to seven expert individuals
previously involved in XCRI or course advertising information or both. Valuable comments
were received, which led to improvements in the templates, particularly in respect of the
diagrammatic representation.
Process modelling and scenario building
29.
The project carried out process modelling and scenario building.
30.
The Unified Modelling Language (UML) was used to create activity diagrams to describe the
processes and activities used within institutions and between providers and data collecting
organisations. The purpose of the activity diagrams was to aid understanding of the
processes and to communicate the process descriptions to other interested parties. The
particular tool used was UML 2.0 within MS Visio.
Analysis
31.
Process models from individual organisations were analysed for common patterns. They
were then generalised into a small number of generic models, which exhibited common
information flows, activities and characteristics.
Validation of the generic models and scenarios
32.
Modelling and scenario work was validated by the individual practitioners identified at the
start of the project. Again, very useful feedback was received, particularly in relation to the
flows between HEIs and data collecting organisations.
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Part 4: Information gathering
33.
Information was gathered from project reports where they were published. Individual
project members were consulted for further information and to flesh out written reports. See
Appendix A for a list of organisations and projects consulted.
34.
Work with GMSA was invaluable, because it involved visiting all HEI providers in the
Greater Manchester area to help them determine routes to XCRI for the specific purposes of
the GMLLN. Each organisation had already signed up to the XCRI approach and an
individual champion in each institution had been identified. The work also enabled the
project to gain an insight into the needs of the LLN in relation to XCRI. An interesting
approach was initiated by one college, which used the XCRI pilot activity as a means to
overhaul its course advertising information authoring system, replacing a relatively
cumbersome system based on Word documents with a more streamlined web-based data
entry system.
35.
The experiences of the 2007 XCRI mini-projects were particularly important for our work,
because they showed a variety of approaches, as follows:
BoXCRIP - Bolton XCRI Project; lead HEI, University of Bolton
36.
BoXCRIP’s approach was to develop a new artefact, an XCRI compliant database that would
import and store courses information. This arrangement avoided technical problems of
interfacing with existing stores, and organisational problems with engaging staff and linking
with other initiatives, but had the issue of how to incentivise staff to enter the data once the
database had been created. It also permitted the team to implement a system with an audit
trail appropriate to XCRI usage for exchange of data updates with data collecting
organisations.
MOVE-XCRI; lead institution, MOVE lifelong learning network
37.
Aggregation from multiple institutions was MOVE’s main aim. Significant problems were
encountered in terms of staff and organisational engagement. The project had significant
technical outputs – the Course Exchange open source aggregator – but discovered major
difficulties in getting buy-in from relevant staff, and obtaining data from the institutions
involved. Organisational and resourcing difficulties were the major issues, rather than
technical ones.
OCCAM; lead HEI, The Open University
38.
The Occam Project achieved a data feed from the university via a third party agency to a
format suitable for consumption by data collecting organisations. Final deployment proved
to be dependent on two further elements: (i) the move to XCRI-CAP 1.1, because 1.0 had
critical deficiencies, (ii) implementation of a new content management system at the
university, so that XCRI outputs could be put into the main information flow.
OXCRI - integrated use of XCRI at Oxford University; lead HEI, Oxford University
39.
OXCRI seemed to be the most successful project in terms of implementation. Helped by a
very high level of technical knowledge and understanding the project was able to implement
the use of XCRI for aggregation of data between internal systems, to produce a new ‘skills
portal’ for the university, and to create a new value-added service combining XCRI courses
data with Google maps.
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staffsXCRI; lead HEI, Staffordshire University
40.
The initial focus of the staffsXCRI project was to understand the processes for supporting the
creation and management of course advertising information. At an early stage the project
discovered a lack of consistency of approach and highly decentralised flow of information
and data ownership. The project team decided to carry out its own data aggregation work to
produce XCRI documents in isolation from the mainstream staff and processes, so that it
could gain experience of XCRI and report on problems encountered.
XCRI@MMU; lead HEI, Manchester Metropolitan University
41.
XCRI@MMU identified significant problems in the aggregation of several very different
decentralised major data sets internally and externally (from UCAS and UfI for learndirect).
Important work was carried out to establish rules for aggregating the data sets. However, it
became clear that a further project to create a single centralised ‘academic database’ would be
needed to take forward the initiative.
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Part 5: Analysis
42.
There were three main objectives for the analysis of the information: to demonstrate the
characteristics of HEIs in respect of ‘XCRI readiness’, to model processes for movement of
course advertising data within HEIs and between HEIs and data collecting organisations, and
to develop scenarios to illustrate good practice and identify issues and solutions.
Characterisation of HEI use of course advertising information
Minimum characteristics for XCRI readiness
43.
As an aid to understanding and for comparison purposes, a diagram showing suggested
minimum required characteristics for XCRI implementation was drawn up. This diagram
shows that the Number of Courses, Complexity of Provision and Number of Sources are
given (value=0); Quality of Authoring and Data Structures are at medium to high levels, so
that transformation and mapping to XCRI can be carried out readily; Update Frequency and
Audit Trail should exist in some form, so that data can be maintained; it is preferable to have
some centralisation of data, so that the internal feeds to the institution’s aggregator are not
too complex; processes for supply of course advertising information to the outside world
should exist and should be capable of change; there should be some knowledge and
understanding of relevant technologies, and the organisation should be prepared to initiate
the XCRI implementation and provide some resource for it.
44.
There are elements that can be increased to compensate for deficiencies elsewhere. For
example, lack of technical capability could be rectified by allocation of resources to buy in
consultants or to train existing staff; if data collection is heavily centralised already, it might
be relatively easy to design and deliver new processes to produce XCRI outputs; and in many
cases fewer, less complicated course provision will reduce the importance of the existing
quality of the data and its structures.
Minimum characteristics for XCRI readiness
Resources
Number of courses
4
Complexity of provision
3
Organisational context
Number of sources
2
1
Technical capability
Quality of authoring
0
Process capability
Data structures
Centralisation (PG)
Update frequency
Centralisation (UG)
Audit trail
FIGURE 3: MINIMUM CHARACTERISTICS FOR XCRI READINESS
Assessment of XCRI readiness for ten institutions
45.
XIM carried out an assessment of the XCRI readiness of ten institutions, both to test the
characterisation model and to identify generic models. A spider diagram is given for each
one, anonymised, so that there is no implied criticism of a specific institution.
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FIGURE 4: CHARACTERISTICS OF TEN INSTITUTIONS
Institution A
Institution B
XCRI readiness
Resources
Number of courses
4
XCRI readiness
Complexity of provision
Resources
Number of courses
4
3
Organisational context
2
Organisational context
1
Quality of authoring
Technical capability
Quality of authoring
0
0
Process capability
Data structures
Centralisation (PG)
Update frequency
Process capability
Data structures
Centralisation (PG)
Audit trail
Update frequency
Centralisation (UG)
Institution C
Number of courses
4
XCRI readiness
Complexity of provision
Resources
Number of courses
4
3
Organisational context
Organisational context
1
Quality of authoring
Technical capability
Quality of authoring
0
0
Process capability
Data structures
Centralisation (PG)
Update frequency
Process capability
Data structures
Centralisation (PG)
Audit trail
Update frequency
Centralisation (UG)
Institution E
Number of courses
4
XCRI readiness
Complexity of provision
Resources
Number of courses
4
3
Organisational context
1
Technical capability
Quality of authoring
Technical capability
Quality of authoring
0
0
Process capability
Data structures
Centralisation (PG)
Update frequency
Process capability
Data structures
Centralisation (PG)
Update frequency
Centralisation (UG)
Audit trail
Institution G
Number of courses
4
XCRI readiness
Complexity of provision
Resources
Number of courses
4
3
2
Organisational context
Number of sources
2
1
Technical capability
Quality of authoring
Technical capability
0
Quality of authoring
0
Process capability
Centralisation (UG)
Complexity of provision
3
Number of sources
1
Centralisation (PG)
Audit trail
Institution H
XCRI readiness
Organisational context
Number of sources
2
1
Resources
Complexity of provision
3
Number of sources
2
Centralisation (UG)
Audit trail
Institution F
XCRI readiness
Organisational context
Number of sources
2
1
Technical capability
Resources
Complexity of provision
3
Number of sources
2
Centralisation (UG)
Audit trail
Institution D
XCRI readiness
Resources
Number of sources
2
1
Technical capability
Centralisation (UG)
Complexity of provision
3
Number of sources
Data structures
Update frequency
Process capability
Centralisation (PG)
Audit trail
Centralisation (UG)
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Data structures
Update frequency
Audit trail
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Institution I
Institution J
XCRI readiness
Resources
Number of courses
4
XCRI readiness
Resources
Complexity of provision
Number of courses
4
Number of sources
2
Organisational context
Technical capability
Quality of authoring
Technical capability
Quality of authoring
0
0
Process capability
Data structures
Process capability
Update frequency
Centralisation (UG)
Number of sources
2
1
1
Centralisation (PG)
Complexity of provision
3
3
Organisational context
Centralisation (PG)
Audit trail
Centralisation (UG)
Data structures
Update frequency
Audit trail
Commentary on the XCRI readiness diagrams
46.
Institution A
In this example the small amount of blue demonstrates that significant
preparatory work will be required before an XCRI implementation can be
attempted. Primary deficiencies are in the technical data areas and the lack
of any central catalogue, which suggests that identification of data sources
and aggregation of the data will be very problematic. With only a small
amount of resources and a low level of organisational support it is unlikely
that even pilot work will be successful.
47.
Institution B
Despite a large number of courses and complex provision this institution has
very favourable circumstances for XCRI implementation. Comparison of
this diagram with the ‘minimum readiness’ example shows a negative
feature in respect of the audit trail, but with a highly competent technical
team, good support within the organisation, and a high level of
centralisation, XCRI services should be relatively easy to implement. It may
be difficult to sort out a high quality audit trail, because resources are
limited, and that type of technical development may require significant
technical resource.
48.
Institution C
This institution is fairly well placed, but there is a potential weakness in the
process capability that suggests that existing processes need reviewing
carefully, particularly as this is coupled with a relatively low showing in
both quality of authoring and data structures. These factors together suggest
that the current course advertising data production processes are not of
particularly high quality. Lack of audit trail is a common factor in many of
these examples; this may not be a problem if technical capability is high,
because it should be possible to rectify it.
49.
Institution D
This example has some similarities to institution C, but there is greater
confidence in the technical ability to implement XCRI, because the state of
data structures and technical capability is very high. This will reduce
technical difficulties. However, organisational problems will need to be
addressed. It looks as if there would be strong technical buy-in, but much
weaker buy-in from non-technical managers.
50.
Institution E
This is a rare example of a large institution with much of its provision
centralised in a high quality fashion, but with a lack of technical expertise in
relevant technologies. This should not be a problem, because the
organisation context is a happy one, and some resources could be expended
to buy in the relevant expertise.
51.
Institution F
While the quality of the data and structures is not particularly strong, there
are no significant weaknesses for XCRI implementation in this institution. It
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seems likely that an XCRI project would provide an opportunity for it to
improve its data quality.
52.
Institutions G / H
These institutions should implement XCRI immediately!
53.
Institution I
This example is a small institution, with a well managed method of handling
its course advertising information. With so few courses it would be
relatively easy to implement XCRI, but there would be a question about
whether it is worth while to develop in-house capability, which might be
expensive and difficult to sell internally (low organisational context and
resources). It seems likely that an out-sourcing option should be
investigated.
54.
Institution J
With very little blue in the diagram this institution has problems. While it
has the technical capability, the will and the resources to carry out the
implementation, its all round weakness in terms of quality of data and
processes suggests that it will need to carry out a lot of preliminary work in
overhauling internal systems before embarking on XCRI implementation.
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Characterisation of data collectors use of course advertising information
Benefits
55.
One of the primary reasons for the development of XCRI was as an aid to data collecting
organisations (aggregators), as explained here:
“Aggregating XCRI-CAP
value is generated in the form of strategic capability as the
institution better understands the nature of its offering
portfolio when combined into a single XCRI catalogue,
leading to opportunities for improved quality assurance,
standardisation, and consolidation of duplicate offerings.”
From eXchanging Course Related Information Overview leaflet
Data collecting organisations
56.
There are many such organisations and their characteristics vary, if anything, more widely
than those of learning providers. They range from commercial organisations publishing on
the web (for example Hotcourses Ltd) through small, medium and large government funded
local, regional and national services (for example Lifelong Learning Networks (LLNs),
Connexions, AimHigher, or UfI, which delivers the learndirect service) to specialist public
service oriented sectoral organisations like UCAS and Graduate Prospects. Some of these
organisations are “for profit” businesses, others are charities, while others have funding
which is dependent on recurrent government grant or via a government agency and may
have a specific remit in terms of target group of learners or type of course.
57.
As each data collecting organisation has its own aims and objectives, the courses information
it collects varies, in terms of number and type of courses, depth of information and data
structures. Crucially the vocabularies (coding and classification systems, sub-divisions of
descriptive text) vary significantly. For example an organisation may collect heavily coded
information for a higher education Clearing vacancy information service, typically codes or
abbreviations for each course presentation and each institution, or it may collect descriptive
text in depth on many topics together with tightly controlled search terms for a service
providing extensive information and searchability.
Current data collection methods
58.
59.
These organisations use one or more of three main methods to collect course advertising
information:
•
Re-keying from paper prospectuses or paper data collection forms;
•
Off-line electronic forms, usually spreadsheets;
•
On-line web-based data collection forms.
The paper methods are inefficient, time-consuming and produce variable quality of output.
The two electronic methods impose a considerable burden on learning providers, because the
data collecting organisations expect them to key the information, using a format and coding
form particular to that organisation. The advent of XCRI is expected to revolutionise the data
exchange processes by providing a standard electronic format for learning providers and data
collecting organisations.
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Potential models using XCRI
60.
Data collecting organisations are usually interested in collecting either data on all courses or data on courses which have changed, or both. In a typical
example there will be an annual data collection exercise to gather all the information for the new academic year, and the possibility of periodic or continuous
updates during the year. The timing and frequency of data collection exercises is often dependent on the requirements of paper publishing, which tends to
have more time sensitive deadlines than web publishing.
61.
At the time of writing XCRI-CAP has not yet been used to supply a feed from a learning provider to a data collecting organisation. Some early work has been
done on possible processes, involving both ‘push’ and ‘pull’ models, but definitive examples using XCRI-CAP do not yet exist. In the ‘push’ model, the
learning provider publishes the data and pro-actively sends it to the data collecting organisation using an automatic process whenever triggered by an
update in the provider’s system. In the ‘pull’ model, the learning provider publishes the data on a passive service, and the data collecting organisation
harvests it either on an ad hoc or routine basis. Both models can involve access control for security purposes and service level agreements.
62.
The following diagrams show some examples of potential practice.
Updates in
XCRI-CAP
Transform into
data collector’s format
Updates
Provider Course
Mgt system
Transform
into XCRI-CAP
Make XCRI-CAP
data available
Filter
Import
Data collector’s
courses system
Whole data set
Whole data set in
XCRI-CAP
Transform into
data collector’s format
FIGURE 5: UML ACTIVITY DIAGRAM SHOWING A SIMPLE GENERIC OVERVIEW OF DATA HARVESTING USING XCRI
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63.
The collection of whole data sets is not problematic from the data collecting organisation’s
perspective. Once the information is published by the learning provider, the data collector
can scrap the old material and replace it with the new. This process is well suited to annual
data collection.
64.
The process for collecting updated information has additional constraints. Most data
collecting organisations use quality standards for the data content, which may include both
specific text formats for descriptive information (for example, ‘course titles will be in CAPS
starting with the qualification awarded on completion’) and prescribed vocabularies for
searchable fields (for example, the learndirect Classification System (LDCS) for subjects
within the National Learning Directory. If the whole data set was to be used for update
purposes, then the organisation would either have to re-format and re-code all the data in
accordance with its quality standards, a prohibitively expensive operation for intermediate
updates, or carry out a complex comparison of old and new data, which would be fraught
with technical difficulties.
65.
XCRI-CAP has specific features designed to aid the update process, for example the
‘recstatus’ attribute, which permit identification of new, updated and deleted elements. An
update process using this feature might be as follows:
Provider updates local system
Data Collecting Organisation gets update
FIGURE 6: UML ACTIVITY DIAGRAMS, SHOWING UPDATING MODEL
66.
A further model is currently under development with several projects involving LLNs and
Phosphorix Ltd, a software development company based in Exeter. An open source data
aggregating system called Course Exchange is being built, which provides import, export,
authoring and mapping functions, as well as enabling local data sources to be linked together.
This system permits XCRI-CAP data to be imported and exported and may have the potential
to enhance interoperability between disparate systems in different organisations. It uses a
closed network architecture called ioNetwork, each store having its own ioNetworkNode.
XIM has not assessed the efficacy of the Course Exchange or ioNetwork software.
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FIGURE 7: FLOW CHART SHOWING LEARNING PROVIDER USAGE OF COURSE EXCHANGE SOFTWARE
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Scenarios and process models
67.
XIM has analysed and synthesised information about how HEIs involved in XCRI projects
create, process and disseminate course advertising information using XCRI-CAP. We have
looked at both the reality of actual implementations and the possibilities suggested by
proposals for future implementations. From this work some generic models of XCRI
implementation practice have been drawn up that might be helpful to others seeking to
implement similar systems. The purpose of the scenarios and models is to aid understanding
of how institutions manage course advertising information, rather than to be an exhaustive
list of all potential process models. These will in any case vary according to the individual
circumstances of each organisation.
A generic course advertising function in an HEI
68.
The information management part of the course advertising function within an HEI can
usefully be described as having five stages, as in the following diagram:
FIGURE 8: A GENERIC COURSE ADVERTISING FUNCTION IN AN HEI
69.
The stages are:
•
Get the data; usually from curriculum documents and / or from academics.
•
Capture the data electronically.
•
Collect information together into storage areas (course catalogues).
•
Transform the data into formats suitable for publication or data exchange.
•
Provide access for others (internal and external people) to the outputs. The red
crosses and dashed arrows indicate flows using old technology, which are no
longer required once an XCRI service has been implemented.
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70.
While processes may differ, all providers are likely to carry out these stages in some fashion
in order to reach the end point, the publication of course advertising material. XCRI-CAP
helps particularly at the later stages, enabling a provider to use one standardised output
format for publishing and data exchange, in place of different work flows, transformations
and mappings, both automatic and manual, for different output requirements.
71.
Our investigations suggest 5 different generic models of practice in the implementation of
XCRI-CAP. The models are:
72.
•
Simple single stream output
•
Multiple source aggregation
•
Integrated content management
•
Outsourcing
•
Feedback
Each model has been represented by a UML activity diagram, which shows the flow of
information at a high level of abstraction. In addition there is a table, which describes the
characteristics of a typical HEI implementing the model. The table uses the ‘XCRI readiness’
characteristics specified in the XIM template document4. This is followed by a short textual
description of a generic scenario and a concrete example.
4
http://www.alanpaull.co.uk/xim/docs/XIM.dot
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Simple Single Stream Model
FIGURE 9: UML ACTIVITY DIAGRAM FOR SIMPLE SINGLE STREAM MODEL
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Typified by
Characteristic
Description
Number of courses
Small number of courses and / or simple provision
Complexity of provision
Number of sources
Single source of data
Quality of authoring
Good quality authoring
Data structures
Well defined data structures
Update frequency
Whole data set supply (no audit trail required)
Audit trail
Centralisation
Centralised data source
Process capability
At least a performed process (it supports and enables the
work needed to produce outputs, but the process may not yet
be institutionalised, so improvements might be lost over time).
Technical capability
Moderate technical capability
Organisational context
Moderately good organisational context
Resources
Minimal resources required
TABLE 3: CHARACTERISTICS OF THE SIMPLE SINGLE STREAM MODEL
Description of scenario
73.
The HEI has only a relatively small number of courses, which are maintained once per year.
Course advertising information is held in a well defined database with normalised data. This
database holds the course catalogue for all the course advertising material, including free text
descriptions, controlled or coded data such as duration and method of study, and
information about qualifications, instances of courses and venues.
74.
The data is extracted from the database and transformed by a software application (XSL
transformation) into an XCRI format flat file. This file is then used for four purposes: to
populate a new version of the HEI’s course search facility on its website, as a primary input to
the production of its paper prospectus, as a file for export to third party data collectors by
email, and as a file for access through an XCRI-CAP-enabled web service.
75.
The data on the web service is also used internally in the HEI as the authoritative source of
course advertising information.
Example: Reid Kerr College
76.
Data was held in a simple MS Access database. Before the process started, fields were
mapped to XCRI. A system was developed in ASP to transform the data to XCRI flat files.
These files were then used on the Reid Kerr website.
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Multiple Source Aggregation Model
Multiple Source Aggregation
Data source A
HEI website(s)
Verification
Data source B
Paper publications
Aggregation
Master database
Validation
Classification
Data source C
Master database
Transform
to XCRI
Export to file
API / web service
Data source D
Sources may be different
formats, but have common IDs
and compatible structures.
FIGURE 10: UML ACTIVITY DIAGRAM FOR MULTIPLE SOURCE AGGREGATION MODEL
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Typified by
Characteristic
Description
Number of courses
Large number of courses
Complexity of provision
Complex provision
Number of sources
Many authoritative sources, with different formats, for example
databases for marketing, admissions, MIS, Word documents.
Quality of authoring
Good quality authoring
Data structures
Moderately well defined data structures; some anomalies in
sources can be handled via transformations and normalisation
Update frequency
Annual for preference, but for some data sets higher
frequency can be accomplished.
Audit trail
Audit trail information varies dependent upon source.
Standardisation of the method for indicating updated records
on the master database is important, so that updated records
can be indicated in XCRI and thereby identified by data
aggregators.
Centralisation
Partially centralised, for example undergraduate courses
information may be completely centralised for ease of
updating of UCAS information, but postgraduate and short
courses may be de-centralised. As many authoritative
sources as possible are centralised in the master database.
Process capability
Primarily a managed process leading into the master
database; some feeds may be ad hoc. Managed and
improving process required for the flow between the master
database and final outputs.
Technical capability
High technical capability
Organisational context
Good organisational context; co-operation from owners of the
data sources is required
Resources
Significant resources required for creation and management of
the master database, aggregation and creation of outputs.
TABLE 4: CHARACTERISTICS OF THE MULTIPLE SOURCE AGGREGATION MODEL
Description of scenario
77.
The HEI has a large number of courses, whose data is held in a variety of databases, Word
documents and spreadsheets. Information managers in the HEI have been thinking about
consolidating their course advertising information for a while, and some preliminary steps
have been taken. The most significant of these are:
•
The most important sources of course advertising information have been
identified;
•
Agreement has been reached with senior management for the provision of
resources, and with data owners to provide the information to a central source;
•
A common identifier is now used across all the sources, although two or three of
them require further work, so that course instances (presentations) can be used to
generate full course records;
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•
The descriptive text on the website has been analysed and slightly re-structured,
so that the XCRI recommended course description vocabulary can be used;
•
Venue information (particularly names and addresses) has been standardised
across all sources.
78.
The implementation of XCRI was handled through a series of discrete projects over a period
of 3 years. It was decided early on that no attempt would be made to satisfy all the functional
requirements for courses information, but that the focus would be on course advertising
information only, with a concentration on outputs to supply the HEI’s website, paper
publications and an XCRI web service. The last would be available to internal and external
organisations as the HEI’s authoritative source of course advertising information.
79.
The development of a feed from each data source into the master database was handled as a
separate project within an overall service oriented approach, co-ordinated through a central
office. Technical teams shared expertise by holding regular informal and formal workshops.
80.
The development of the master database was a key project. It was built using XCRI-CAP
structures, and also included a range of structural and vocabulary services for internal and
external use (for example its reference data included the latest UCAS entry requirement and
subject vocabularies and data structures).
81.
The scenario does not represent a fully centralised approach to all courses information.
Information relating to curriculum management and MIS systems is still held in separate
systems. However, system architects have made sure that a common approach to identifiers
is used, and that each system has the potential to link to others, enabling system integration at
a later date.
Example: Manchester Metropolitan University
82.
Extract from the report of the xcri@mmu project:
1.4 Challenges and Solutions for Definitive Course Information at MMU
83.
MMU is a large and diverse institution. Information about courses is generated, updated and
consumed by varied institutional stakeholders. New courses are proposed to the Centre for
Academic Standards & Quality Enhancement. Once approval in principle is obtained for
running the course, the External Relations department will be alerted so that it can be
advertised "subject to full approval". An early entry will be made at this time in an Access
database maintained within the External Relations department, which is used to populate the
online prospectus and to produce the printed version. Full documentation will be produced
in Microsoft Word describing the rationale, academic and resource dimensions of the course
and its constituent units, which will be considered by a validation panel at an event held to
scrutinise the course. When the course has been validated, the External Relations department
will be informed and the course will be entered into the student records system so that it can
receive applications and enrolments.
84.
When the XCRI@MMU project started, there was no common key between the Access
Database of courses used for advertising, the documentation approved in validation and
modification events, and the curriculum objects to which students applied and were enrolled
in the student records system. Items could be matched by human intervention as, for
instance, course leaders were aware of descriptions they had provided to marketing
colleagues and could search by title on the web prospectus to confirm the descriptions were
being used; they had copies of the documentation they had written for validation events; and
knew how to look up applications and enrolment data for 'their' courses in the student
records system. For undergraduate courses, UCAS codes helped the process of matching
marketing, quality and enrolment representations of a course. For postgraduate and short
courses, things were more challenging, which poses particular problems for aggregators such
as the Greater Manchester Strategic Alliance.
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85.
MMU's solution to this problem of islands of course information is to launch an Academic
Database project that will deliver a definitive curriculum database together with the
workflow routines to ensure that it is maintained by the right people in ways that adhere to
quality requirements for scrutiny and audit trails. The XCRI@MMU mini project has served to
demonstrate the need for the Academic Database project, and the critical importance of
common identifiers for aggregating data gathered for different purposes.
ACTIVE SERVER PAGE
Builds XML document by
iterating over QLS data
and drawing in other data
sources via common key
values and using lookup
tables to populate sub-elements
AOS_OFFERINGS
XCRI-CAP 1.0
XML
file
PROSPECTUS
UCAS.CSV
UCAS_AOS_MAP
UFI.CSV
UCAS and HotCourses data
joined by UCAS coursecode
where possible
QLS student records system
maintains a list of 07 offerings
identified by AOS codes, and
a map of AOS codes to UCAS
course codes
MMU’s prospectus data
was annotated with AOS codes
so that it could be joined
FIGURE 11: XCRI@MMU INTERIM SOLUTION PRIOR TO ACADEMIC DATABASE PROJECT
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Integrated Content Management Model
FIGURE 12: UML ACTIVITY DIAGRAM FOR INTEGRATED CONTENT MANAGEMENT MODEL
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Typified by
Characteristic
Description
Number of courses
Any
Complexity of provision
Any
Number of sources
Single authoritative source of courses information in a content
management system or document management system.
Other data sources may feed into this system.
Quality of authoring
Good quality authoring with managed work flow.
Data structures
Well defined data structures designed to enhance quality of
authoring and to provide high quality outputs for publication.
Update frequency
As frequent as desired by authors. Outputs can be instigated
at any time and will usually be controlled by requirements of
internal and external agencies.
Audit trail
Audit trail exists at every stage, so that content can be rolled
back to earlier versions if desired. Functionality exists for
editing drafts and for approving documents for publication.
Centralisation
Usually fully centralised, although some types of course may
not be included (for example short or CPD courses).
Process capability
At least a managed process (planned and executed in
accordance with policy; employs skilled people who have
adequate resources to produce controlled outputs; involves
relevant stakeholders; is monitored, controlled, and reviewed;
and is evaluated for adherence to its process description)
Technical capability
Moderate technical capability. It is likely that existing technical
and organisational infrastructure for this solution would
support the addition of XCRI-CAP outputs.
Organisational context
Moderately benign organisational context; co-operation from
managers of the CMS required.
Resources
Some resources required for developing the XCRI-specific
outputs.
TABLE 5: CHARACTERISTICS OF THE INTEGRATED CONTENT MANAGEMENT MODEL
Description of scenario
86.
The HEI has implemented a content management system, built on an Oracle database, so that
academics and administrators can record all their courses information in a single
authoritative source from inception onwards. The CMS supports work flow management for
authoring all types of courses information, including validation documents, curriculum
development, marketing, and feeding into the HEI’s MIS and Admissions systems. It enables
editors to store draft documents during the creation and modification process, and provides
the ability to approve documents for publication in a wide variety of output formats. All
course advertising information for the HEI stems from the CMS, which provides services for
various publishing formats, including the HEI’s website, prospectus, advertising leaflets, and
a small number of external data collecting organisations. The HEI would prefer all users of
their course advertising information to obtain the data from the CMS’ services, but a number
of external organisations require the data to be re-keyed.
87.
In a variant of this scenario some of the courses information is entered directly into an
integrated Management Information System and linked via course identifiers to the CMS.
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The MIS holds critical operational information such as approval and vacancy information, as
well as data for statistical returns. This information can be output within XCRI using an
information flow linked via the course identifiers.
Example: London Metropolitan University
88.
Although the diagram below does not describe a complete implementation of the CMS
model, it shows its major characteristics.
FIGURE 13: LONDON METROPOLITAN UNIVERSITY SYSTEM FOR OUTPUTTING STANDARDISED
COURSE INFORMATION
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Outsourcing Model
Verification, transformations and mappings
Updated data set
from HEI
Transform
to XCRI
Transform
Export to format A
Transform
Export to format B
Transform
Export to format C
API / web service
Various services dependent
on agreements between the
HEI and agency.
FIGURE 14: UML ACTIVITY DIAGRAM FOR OUTSOURCING MODEL
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Typified by
Characteristic
Description
Number of courses
Any
Complexity of provision
Any
Number of sources
Any. Aggregation carried out either by the HEI or by the
agency.
Quality of authoring
Reasonable quality authoring required, unless agency is
directly involved in sub-editing.
Data structures
Moderately well defined data structures required, unless
agency is involved in handling primary data storage for the
HEI.
Update frequency
Depends on service levels agreed between agency and HEI.
Annual updates easiest; more frequent updates are
dependent on systems within the HEI.
Audit trail
For an automated service and updates other than ‘whole data
set’, a mechanism for indicating updated records is required.
Centralisation
Agency acts as centralisation mechanism. Helpful if HEI
carries out aggregation prior to transfer of data to agency.
Process capability
Process capability is outsourced to the agency, so only
‘performed’ level of process capability is required at the HEI
(this level supports and enables the work needed to produce
the required outputs, but does not include standardisation or
specific process improvement arrangements).
Technical capability
Technical capability is outsourced to the agency, so only a
basic ability to provide the data is required at the HEI.
Organisational context
Any. Agreement to pay the agency is required.
Resources
Small. Contract management and payment of the agency is
required.
TABLE 6: CHARACTERISTICS OF THE OUTSOURCING MODEL
Description of scenario
89.
The HEI arranges a service contract with an agency to carry out processes specified in its
agreement. These services can range from data aggregation, through validation,
transformation, mapping and specified outputs to internal or external third parties. The use
of XCRI by the agency on the HEI’s behalf increases the efficiency of the operation by the
agency and therefore its cost effectiveness for the HEI. This type of arrangement takes into
account the specific circumstances of the HEI, so the details can vary very widely.
Example: The Open University
90.
The Open University sub-contracts its supply of data to third party data collecting
organisations to an agency (APS Ltd). The OU supplies data to the agency in a database,
which is used as part of the consolidation of the OU’s course advertising data for production
of its website. This data is converted into XCRI as a base format for further transformation
and mapping by the agency into specific formats (for example Access databases,
spreadsheets, csv files, etc) for seven third party data collecting organisations. The agency
maintains third party classifications in the OU data on behalf of the data collectors.
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Feedback Model
FIGURE 15: UML ACTIVITY DIAGRAM FOR FEEDBACK MODEL
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Description of scenario
91.
This model is a special case of the outsourcing model, in which a third party data collecting
organisation agrees to supply XCRI data back to the provider. This model is particularly
useful if the provider is setting up new systems and does not yet have high quality data
capture processes.
92.
The provider inputs the data into the data collector’s system, usually by keying it. This
process permits the data collector to impose data structures, data entry standards and
vocabularies (for example by using drop-down lists or prescribes classification systems). The
data collector can then carry out validation, checking and further classification of the data
prior to returning it in XCRI format to the provider.
93.
The provider is then able to use the XCRI data to populate its own course advertising
systems, gaining value through the use of information with standardised vocabularies.
Typified by
Characteristic
Description
Number of courses
Any
Complexity of provision
Any
Number of sources
Typically a new source or data store coming on stream
Quality of authoring
Data will be keyed into a 3rd party system
Data structures
Well defined data structures in the 3rd party system
Update frequency
Typically this is a ‘one-off’ activity, so maintenance of the data
is not required.
Audit trail
Centralisation
Data is centralised both in the 3rd party system and new HEI
system.
Process capability
As this is a ‘one-off’ activity, it can be treated as an ad hoc
process.
Technical capability
Technical capability for the new internal system and for XCRI
import is required at the HEI.
Organisational context
Any.
Resources
Small. Resources for import into the new system is needed.
TABLE 7: CHARACTERISTICS OF THE FEEDBACK MODEL
Example
94.
Not given; this model has not yet been encountered in a live situation, though it has been
proposed.
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Part 6: Issues and potential solutions
95.
This section is divided into two: transformation and mapping processes, and a review of
other problems and potential solutions.
Transformation and mapping to XCRI-CAP
96.
During its work XIM encountered some trepidation amongst staff over potential difficulties
in converting their course advertising data into XCRI-CAP and from XCRI-CAP to formats
suitable for use by data collecting organisations. This section of the report is designed to demystify this conversion process for the non-specialist.
97.
XCRI-CAP is designed to be a very flexible model of course advertising information, so that it
is able to contain information drawn from sources with a wide range of different structures
and formats. The basic structure of XCRI-CAP consists of:
CATALOG – an element that contains all the XCRI-CAP data
PROVIDER – an element that holds data about the learning provider. It usually
contains one or more courses
COURSE – an element that has data about the course itself; some of this data will
describe aims, curriculum content, learning outcomes, resources needed, prerequisites, and so on. This element usually contains one or more Presentations and
may contain one or more Qualification elements.
QUALIFICATION
PRESENTATION – an element that contains data about the instances of the course
that learners attend or study on. A presentation can also be known as a ‘course
offering’ or ‘course instance’ or even ‘course start’. For courses with attendance the
presentation will usually contain information about the venue.
VENUE – an element that contains information about the facilities and location of the
place of study.
98.
Converting course advertising information into XCRI-CAP format will usually involve the
following steps:
Step 1 Review local data sources
Review the databases or other data sources of the institution, in order to gain an
understanding of the data structures and data content.
Step 2 Map overall data structures
Map the institution’s course data structure to the overall structure of XCRI-CAP as
described above. This will usually be done at the level of a database record or row in
a table. In some cases extra tables may need to be created, derived from the existing
data structure.
Step 3 Map data in detail
Using the outputs of Step 2 as a framework, map the data on an item-by-item basis to
the XCRI-CAP data elements. This step involves a careful review of the content of the
institution’s data items (fields in a database), matching them to corresponding
elements in XCRI-CAP.
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Step 4 Include transformations where needed
It is unlikely that there will be a perfect match of the data items in Step 3, because
definitions will vary between systems and data content may not always be entirely
consistent with the definitions. An individual data item in one system may have its
own internal structure, either implicit or explicit, for example the text string “3 years
full-time” holds both duration and study mode information. Therefore in this step
we specify rules for any manipulation of the data that is required before it is fed into
XCRI-CAP. In this example, we might split “3 years” and put that into a duration
element, and put the “full-time” into a study mode element. These data
transformation rules should be as well-defined and as universal as possible, so that
they can operate on as much of the data as possible.
Step 5 Validate and review
Validate and review the XCRI-CAP outputs and amend the transformation and
mapping as appropriate, until valid XML has been produced.
99.
Many of the XCRI projects will have carried out mapping and transformation work. For
further information about specific transformations, please consult project documentation.
Where permissions have been obtained from relevant organisations, the XCRI wiki will
contain links to open source material that other projects may be able to adapt to their own
purposes.
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Problems and solutions
100.
XIM has analysed issues in a structured way using the HEI characteristics enumerated earlier. They are presented here marked in order of significance, using
a simple traffic light colour scheme. Use ‘ctrl-click’ on the items in the references column to go to the relevant part of this report or to a relevant website.
101.
XIM has produced A Two Page Guide to Implementing XCRI-CAP which gives an overview of how to do it.
Problem
Potential solution
References
Number of courses
We don’t know how many courses
we offer, and our courses data sets
are extremely variable.
Review and model the processes that you use for managing
course advertising information from ‘create a course’ to ‘course
no longer offered’; you may find the XIM template useful..
Consider creating a single catalogue that will aggregate all your
courses data.
XIM template
Multiple Source
Aggregation Model
Number of courses
We have many hundreds of
courses, and it is therefore difficult
to manage the course advertising
information and correspondingly
difficult to pick an intervention point
for implementing XCRI.
Review and model the processes that you use for managing
course advertising information from ‘create a course’ to ‘course
no longer offered’; you may find the XIM template useful.
Intervention point should be at the first point after significant
aggregation of the data into a single store.
XIM template
Number of courses
We have very few courses / HE
courses, so XCRI implementation is
a sledge hammer to crack a nut.
In-house capability may be expensive; use external consultants
or other 3rd party to manage the outputs.
Outsourcing Model
Institution I
z
‹
Ï
Institution J
Complexity of provision
‹
Our course structures are very
complex and may be difficult to map
to XCRI.
Ask the XCRI Support Project for help; there are XCRI experts
who may be able to assist with transformation and mapping.
Transformation and
mapping to XCRICAP
XCRI website
Institution C
Institution D
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Number of sources
z
Problem
Potential solution
References
We have a great many
decentralised sources with no links
between them.
This is a significant issue for XCRI readiness. If the sources
include the majority of your course advertising data, you will
need to carry out preliminary work in each source, so that you
can aggregate them; at the minimum, you should introduce
common course identifiers, and you should consider changing
data structures so that they are compatible between sources.
The XCRI data structure should be a suitable model.
Multiple Source
Aggregation Model
Institution A
Institution B
Number of sources
We have a number of sources, but
we have common IDs and some
integration.
Use the Multiple Source Aggregation Model. Also consider
whether to move towards a content management system for all
sources.
Multiple Source
Aggregation Model
Quality of authoring
Our quality of authoring is poor.
z
XCRI implementation may give you an opportunity to change
how your authors do their work. Consider providing a new data
entry system that will feed your XCRI outputs. Using web
technologies, such systems are not necessarily expensive ‘offthe-shelf’ or built in-house.
Work with GMSA
BoXCRIP - Bolton
XCRI Project; lead
HEI, University of
Bolton
Ï
Improvements in data quality, especially if they form part of a
process improvement strategy, can be presented as a ‘quick
win’ for an XCRI implementation.
Ï
Data structures
Our data analysis is poor, so it is
very difficult for us to map to XCRI
successfully.
z
With live systems it can be problematic to change data
structures, because it places them in jeopardy. For an initial
XCRI implementation, it may be best to create a new data store
with data structures that reflect the XCRI model and import data
into the new store. This has the advantage of reducing the
dependencies between the XCRI implementation and other
components of the courses information management system.
Subsequently a full integration of the new system with the old
one, or an entire replacement system, can be planned.
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Transformation and
mapping to XCRICAP
BoXCRIP - Bolton
XCRI Project; lead
HEI, University of
Bolton
XCRI@MMU; lead
HEI, Manchester
Metropolitan
University
20 June 2008
Problem
Potential solution
References
Data structures
We have two (or more) systems with
very different data structures (for
example MIS and marketing),
reflecting their different purposes.
If the two systems have common identifiers, then it may not be
problematic to link them together. If they do not, then
significant work will be required to match records between
them. This is typically carried out by a combination of
automatic matching between fields and manual (‘eyeball’)
matching.
XCRI@MMU; lead
HEI, Manchester
Metropolitan
University
Multiple Source
Aggregation Model
Data structures
Much of our data is inaccurate, and
some fields are used for purposes
not originally intended.
With extensive legacy systems feeding websites, MIS systems,
curriculum management, and student records, this is a common
problem. As long as there has been a consistent approach to
the data in the fields, the data can still be used for XCRI
purposes. If fields have ad hoc data in them that cannot be
automatically analysed and split into components (parsed), then
manual correction of the data would be required.
Transformation and
mapping to XCRICAP
Institution C
‹
‹
Institution D
Institution I
Institution J
Ï
Update frequency
We only update our internal course
advertising data annually.
This is not a problem for XCRI implementation, though it is
becoming increasingly rare as more immediate web
technologies become expected by learners.
Audit trail
We have no audit trail information.
This is a common problem with course advertising information,
particularly with institutions that rely on annual updates. XCRI
outputs containing whole data sets can still be output, as there
is no mandatory requirement for updating information in XCRI.
However, third party data collecting organisations will usually
want to receive updated information, rather than whole data
sets each time. Most modern database systems have facilities
to permit audit trails for date/time and responsible member of
staff at field and record level. For your own quality control
purposes and for XCRI purposes, it is worth developing a good
quality audit trail process.
‹
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Potential models
using XCRI
BoXCRIP - Bolton
XCRI Project; lead
HEI, University of
Bolton
20 June 2008
Problem
Potential solution
References
Centralisation
How do we integrate existing
systems?
Identify common IDs and structures, bearing in mind that these
frequently do not have the same names in different systems;
you may find the XIM template useful as an information
gathering tool. Examine the data content of likely looking fields
to ensure a good level of understanding of where links might
exist.
XIM template
Integrated Content
Management Model
Multiple Source
Aggregation Model
Centralisation
How do we integrate XCRI with
existing systems?
Focus on business needs not technical perfection. Always plan
for data re-use by providing data services using XCRI for all
systems containing courses data. Consider using software
solutions adopted by other institutions.
Course Exchange
Process capability
We have a very ad hoc process for
exporting data to data collecting
organisations and would like to
improve it.
Review your course advertising information management
processes and document them; you may find the XIM template
useful. Investigate process improvement. Consider
implementing one of the XCRI implementation models.
XCRI Readiness
XIM template
Process capability
We have an annual cycle and
refresh all the data. How do we do
updates?
Review content management processes and document them;
you may find the XIM template useful.
Implement an audit trail in your information store.
XIM template
Potential models
using XCRI
Technical capability
We don’t have sufficient technical
expertise in relevant technologies.
The XCRI Support Project, other XCRI projects and
practitioners are there to help. Refer to the XCRI website as a
first port of call. There is a wiki with large amount of information
and links to other sources. There is also an XCRI forum, so if
you have a question, post it there.
There now exists a significant group of technical experts in
service oriented and interoperability technologies in general
and XCRI in particular.
Transformation and
mapping to XCRICAP
XCRI website
XCRI wiki
XCRI forum
Ï
Ï
‹
Ï
‹
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Problem
Potential solution
References
Organisational context
The institution is re-organising the
department, its courses, everything!
Use small scale projects for incremental gains. Otherwise it
might be better to put off XCRI implementation till reorganisation has been completed.
Plan for delays.
There may be potential in using XCRI format as a common
means of exporting courses data for import into a new merged
system.
Refer to the XCRI mini project reports.
Part 4: Information
gathering
Organisational context
How do we get (and keep)
stakeholder engagement?
Establish regular, high quality communications; find champions
and use them!
Deliver ‘quick wins’ to promote the cause; for example, can
departmental websites use XCRI feeds as a data source?
Work with GMSA
Organisational context
We have other projects that cut
across course advertising
information!
Eliminate or reduce inter-project dependencies.
Actively manage risks.
Resources
What resources do I need? And how
can I get them and keep them?
Use the XIM template to review your XCRI readiness and the
Beginners’ Guide to help look at the steps you might need.
Identify key stakeholders in your institution and get their buy-in.
z
‹
‹
Ï
XIM template
A Two Page Guide
to Implementing
XCRI-CAP
TABLE 8: PROBLEMS AND SOLUTIONS
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Part 8: Conclusions
102.
Expertise in using the XCRI and XCRI-CAP information models is growing apace. During
the life of the XIM project (December 07 to May 08) the project has been approached by many
HEIs, Further Education Institutions (FEIs) and data collecting organisations for advice and
information about XCRI with an increasing emphasis on practical implementation issues.
Desire to implement XCRI solutions is particularly strong within the Lifelong Learning
Networks and their member institutions. There are therefore clear signs of a growing
groundswell of uptake of XCRI-CAP within the community. It is hoped that this report will
spur many others to take practical steps to implement XCRI and reap the benefits of
interoperability.
Dissemination
103.
This report will be available on the JISC website and via the XCRI wiki. Its contents are being
published in a readily navigable electronic format through the wiki.
Future work
104.
XIM has completed a review of the current state of play and has drawn up generic
implementation models and listed problems and potential solutions. The basis of this project
has been pilot activity and small projects that have been designed primarily to gain
experience and understanding of the course advertising world, how XCRI-CAP might help
and how the information model might need to change in response to practical issues. It is
hoped that the XIM report and associated dissemination activity will assist the community in
furthering the use of XCRI in the interests of greater effectiveness, more efficiency and
enhanced capability. However, live large-scale projects and production level systems will
probably result in modification of the models. This is expected, and I hope that modifications
and new material will be published widely, so that the XCRI and wider courses information
management community continues to learn from our collective experience.
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Appendix A: Organisations and projects consulted
105.
There follows a list of organisations and projects consulted, either by examining material
published on the Internet or by personal interview with practitioners. Some were consulted
during work for GMSA in 2007, which formed the basis of the template work. We would like
to record our thanks to all who gave of their time and views, including all members of the
XCRI Support Project and Sarah Davies, JISC Programme Manager.
JISC-funded XCRI projects
BOXCRIP (University of Bolton)
GMSA XCRI mini-project
ioNW2
MOVE-XCRI
OCCAM (Open University)
P-SPEX; COVA (Thames Valley University)
PortisHEad (University of Wolverhampton)
Staffsxcri (Staffordshire University)
XCRI@MMU (Manchester Metropolitan University)
Individual organisations, HEIs and FEIs
Adam Smith College
Anglia Ruskin University
City College Manchester
Graduate Prospects
Herefordshire and Worcestershire Lifelong Learning Network
Hotcourses Ltd
Imperium UK
Open University
Reid Kerr College
Royal Northern College of Music
Tameside College
University of Bolton
University of Manchester
University of Salford
University of Wolverhampton
UCAS
UfI
West Cheshire College
Wigan & Leigh College
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Appendix B: Outline Service Usage Model: supply of course
advertising information to data collecting organisation
[to be completed]
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A Two Page Guide to Implementing XCRI-CAP
XCRI-CAP implementation in your organisation will be specific to your circumstances. This
brief guide is an overview of the steps to consider when planning your XCRI-CAP project.
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Item
Check?
Review systems & processes using the XIM XCRI readiness
templates.
…
Document processes.
…
Identify relevant data sources (inputs).
…
Get information about XCRI-CAP.
…
Get support if needed.
…
Review benefits of XCRI implementation.
…
Check each type needed, for example XML, Web Services,
database management, data analysis, transformation and
mapping, software development. Refer to XCRI wiki for
technical details if needed.
…
Output for main website?
…
Output for other internal sources?
…
rd
Output for 3 parties (learndirect, UCAS, others)?
…
Define types of publishing service.
…
Identify funding sources.
…
Identify required staff.
…
Identify required ICT systems.
…
Sign off resource allocations.
…
Obtain buy-in from relevant managers.
…
Involve operational staff.
…
Decide on appropriate model, including likely recipients.
…
Define needed activities, staff & objects.
…
Design interfaces to other processes.
…
Design transformation and mapping to XCRI-CAP.
…
Carry out testing & iteration where needed.
…
Test the changed processes end-to-end.
…
Confirm that valid XCRI-CAP is produced (use aggregator).
…
Confirm outputs are acceptable to recipients.
…
Carry out testing of end-to-end processes.
…
Iterate where needed.
…
Confirm implementation plan with all staff.
…
Implement solution.
…
Test solution.
…
Make solution live.
…
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Glossary of terms
Term
Definition
Aggregator
(i) an organisation that collects course
advertising information; (ii) a service (for
example a web service) that collects XCRICAP data feeds, see
http://www.xcri.org/aggregator
ASP
Active Server Pages; a scripting language
used on the web
BoXCRIP
Bolton XCRI Project
Capability Maturity Model Integration (CMMI)
A process improvement model developed for
software engineering processes
Catalog
(i) Any store of courses information; (ii) root
element of XCRI-CAP document
Classification
Process whereby information content is
matched to codes drawn from a controlled
vocabulary (for example a thesaurus or
structured list of values).
CMS
Content Management System
CPD
Continuous Professional Development
e-Framework for Education and Research
See: http://www.e-framework.org/
FEI
Further Education Institution
HEI
Higher Education Institution
GMSA
Greater Manchester Strategic Alliance
Interoperability
The ability of two or more systems or
components to exchange information and to
use the information that has been exchanged
(IEEE)
LLN
Lifelong Learning Network
MIS
Management Information System
OCCAM
Open Course Collection and Aggregation
Model
OXCRI
Oxford University Computing Services XCRI
Project
Parsing
Analysing a piece of text to determine its
structure from its syntax or according to
grammatical or logical rules.
RSS
Really Simple Syndication; a standardized
format for web feeds for frequently updated
content, such as newsfeeds and blogs.
Service Genre
See: http://www.e-framework.org/
Service Usage Model
See: http://www.e-framework.org/
SOA: Service oriented approach
See the JISC SOA animation
staffsXCRI
Staffordshire University XCRI Project
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Term
Definition
UCAS
UK organisation that manages centralised
applications to undergraduate HE courses
UML
Unified Modeling Language, a process
modelling method
XCRI
eXchanging Course Related Information
XCRI r1.0
First official release of XCRI; covered all
types of courses information, not just course
advertising
XCRI-CAP
XCRI Course Advertising Profile
XCRI@MMU
Manchester Metropolitan University XCRI
Project
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