CURRICULUM PLANNING Module Planning Manual SECTION 1: ABOUT MODULE PLANNING .................................................................................... 2 Curriculum Planning ........................................................................................................................... 2 Module Planning Procedure .............................................................................................................. 2 University’s Use of Module Data ...................................................................................................... 2 SECTION 2: HOW TO PLAN MODULES IN THE STUDENT RECORD SYSTEM .............................. 3 Module Structure on the Student Record System ......................................................................... 3 Module Planning via eVision ............................................................................................................. 3 Supplementary Assessment Pattern Data ....................................................................................... 7 SECTION 3: INFORMATION REQUIRED FOR MODULE PLANNING .............................................. 9 ‘Plan Module’ Section ........................................................................................................................ 9 ‘Plan Module Availability’ Section ................................................................................................. 10 ‘Plan Student Workload’ Section ................................................................................................... 12 ‘Plan Module Assessment’ Section ................................................................................................ 13 ‘Plan Module Teaching & Learning’ Section ................................................................................ 14 Additional Information .................................................................................................................... 15 SECTION 4: MODULE REPORTS ................................................................................................. 17 SECTION 5: FURTHER INFORMATION ....................................................................................... 20 Amendments to Modules after the Curriculum Planning Period .............................................. 20 Who to Contact ................................................................................................................................. 20 INDEX .......................................................................................................................................... 21 Last updated: 08 February 2013 Module Planning Manual Page: 1 SECTION 1: ABOUT MODULE PLANNING Curriculum Planning ‘Curriculum Planning’ is the process of creating curriculum data in the SITS in support of the University’s Curriculum Change procedures. Module Planning Procedure Module planning takes place in Semester 2 each year for all undergraduate, taught postgraduate and distance-learning modules. University’s Use of Module Data Module data is used by the University for a wide range of purposes. Exam Timetable Transcripts/HEAR Blackboard Integration Resit Exam Timetable Marks Return Panels and Boards of Examiners Reports HESES HESA Module Registration Module Records Teaching Timetable KIS Last updated: 08 February 2013 Module Planning Manual Page: 2 SECTION 2: HOW TO PLAN MODULES IN THE STUDENT RECORD SYSTEM Module Structure on the Student Record System Modules are made up of a number of records on SITS representing each time a module is available to be studied; this can include different periods in the year or variations in teaching or assessment (occurrence). The list of modules you view in Module Planning will include all such availabilities for the academic year. Availability Module 2012/3 Occurence AM1001 Availability A Period 2013/4 Occurence Semester 1 B Period Semester 2 eVision Module Planning ‘module list’ screen Module Planning via eVision eVision is the web portal for the Student Records System. eVision is also known as MyStudentRecord. All amendments to module data in Module Planning are made to planning records (copies of live records). These planning records only become live once they have been ‘deployed’. Modules will only be ‘deployed’ once all necessary approval from Change Committees has been given. Accessing Curriculum Planning (Module Planning) Each department assigns one or more members of staff to be Module Planners. These Module Planners have an eVision login which gives them access to Curriculum Planning and to the modules that they are responsible for updating. Login to eVision at https://srs.le.ac.uk Last updated: 08 February 2013 Module Planning Manual Page: 3 Your login is linked to your University ID and password. If you need your password reset contact IT Services on x2253. Click on the ‘Module Planning’ link on the eVision home page. If you cannot see the ‘Module Planning’ link please contact your Account Manager in Registry. Planning Instances A ‘Planning Instance’ holds module planning data for a specified academic year. Normally you will have access to three planning instances. The primary Planning Instance (P1) lists modules rolled forward from the current academic year plus any that have been added through the Programme Approval and Curriculum Change processes. The primary Planning Instance is split by department, eg, P1AM, P1AR, P1BS, etc. The second and third (P2 & P3) are empty but will allow you to resurrect modules from previous academic years. For example During Module Planning for 2014/15 you will have access to 3 Planning Instances: P1[Departmental code; e.g. AM for American Studies] - Planned Modules for 2014/15 This Planning Instance lists all modules that ran in 2013/14 plus any new modules that have been added via the Programme Approval process. This will be your main Planning Instance. P2 - Resurrected Modules for 2014/15 from 2012/13 This Planning Instance provides access to modules from 2012/13. This list is blank until you choose to resurrect a module from that academic year. P3 - Resurrected Modules for 2014/15 from 2011/12 This Planning Instance provides access to modules from 2011/11. This list is blank until you choose to resurrect a module from that academic year. See the ‘Resurrect an Old Module’ guidelines below for more details on using Planning Instances P2 & P3. To begin Module Planning select the relevant Planning Instance from the drop down box and click ‘Retrieve’. EVision Module Planning Home Page – Selecting a Planning Instance Create a New Module Choose the ‘P1 – Planned Modules’ Planning Instance from the drop down box and click the ‘Create New Module’ button Add the new module information Click the ‘Store’ button to save your changes Click the ‘back’ button to return to the Module Planning list See ‘SECTION 3: Information Required for Module Planning’ for more details on the type of information that should be entered on this screen. Last updated: 08 February 2013 Module Planning Manual Page: 4 If you do not know all the information required to complete the module details you can leave sections blank and return to complete them later. Resurrect an Old Module As some modules are not available every year it may be necessary to resurrect modules from previous academic years. You are automatically provided with Planning Instances for the previous two academic years. However, if you need to resurrect a module from earlier years please contact your Registry Account Manager who will set up additional Planning Instances for you. Choose a ‘P2 or P3 Resurrected Modules’ Planning Instance from the drop down box applicable to the year of the module you wish to resurrect. Click the ‘Resurrect Old Module’ button. Type in the retrieval criteria in order to find the module you wish to resurrect. Use the wildcard* character to retrieve part of a title. For example, entering “*landscapes*” in the ‘Module Name’ field will retrieve all modules from that year that had “landscapes” in the title. Select the tick box next to a module and click the ‘Resurrect’ button. When you next retrieve the ‘Resurrected Modules’ Planning Instance this module will be listed and available for you to edit if necessary. Delete a Module Choose a planning instance from the drop down box and click the ‘Retrieve’ button. Select the tick box next to one or more modules and click the ‘Delete’ button The message bar will display the message ‘Are you sure you wish to continue?’ Click the ‘Delete’ button again to continue. This process will only delete the module year, period and occurrence selected. If you wish to delete a module completely you must delete all occurrences/periods of that module. If you accidentally delete a module you can re-create the details by using the Resurrect function in the P1 Planning Instance. Duplicate a Module As a module may have a number of occurrences or periods you can use this facility to quickly duplicate extra module records. Choose a planning instance from the drop down box and click the ‘Retrieve’ button. Select the tick box next to one or more modules and click the ‘Duplicate’ button You will then need to edit the duplicated module to the new occurrence or period. When updating a duplicated module care should be taken to ensure module information is consistent between modules that have more than one period/occurrence. Edit an Existing Module Choose a planning instance from the drop down box and click the ‘Retrieve’ button. Select the tick box next to one module and click the ‘View/Edit’ button Add or amend information in the fields. Click the ‘Store’ button to save your changes. Click the ‘back’ button to return to the module planning list See ‘SECTION 3: Information Required for Module Planning’ for more details on the type of information that should be entered on this screen. When editing modules care should be taken to ensure module information is consistent between modules that have more than one period/occurrence. Last updated: 08 February 2013 Module Planning Manual Page: 5 Editing Teaching and Learning Text Each module within an academic year has 6 Teaching and Learning records: 1. 2. 3. 4. 5. 6. Intended Learning Outcomes Teaching and Learning Methods Assessment Methods Pre-requisites (optional) Co-requisites (optional) Excluded Combinations (optional) As the Teaching and Learning text is linked to the academic year of the module you need only amend the text of a single occurrence/period – this change will then be reflected in all occurrences/periods of that module. The ‘Title’ description should not be amended. See ‘SECTION 3: Information Required for Module Planning’ for more details on the type of information that should be entered on this screen. Planning Module Teaching and Learning screen Creating and Editing Module Assessment Patterns Plan Module Assessment screen To change an assessment element, add/amend fields and click the ‘store’ button To add new assessment elements click the ‘add new’ button. This will create a new line of assessment to which you can enter the details into the blank boxes, then click the ‘store’ button To remove an assessment element, click the ‘remove’ button. See ‘SECTION 3: Information Required for Module Planning’ for more details on the type of information that should be entered on this screen. Last updated: 08 February 2013 Module Planning Manual Page: 6 Locking Modules When all amendments have been made to a module you need to ‘Lock’ the module in order for the Registry to make it live in the Student Record System. Choose a Planning Instance from the drop down box and click the ‘Retrieve’ button. Select the tick box next to one or more modules and click the ‘Lock’ button. The status of the module in the list will change to ‘locked’ Consider running a Module Report to check that you have amended module data correctly before you confirm to Registry that you have completed Module Planning. See ‘SECTION 4: Module Reports’ for further information. Don’t forget to lock modules in all Planning Instances, including the ‘P2 & P3 Resurrected Modules’ Planning Instances and any others that have been made available to you. Supplementary Assessment Pattern Data After Locking all modules the final step in module planning is to run the ‘Curriculum Planning: Supplementary Assessment Pattern Data’ report from Business Objects. See ‘SECTION 4: Module Reports’ for further information. The report contains additional information that needs to be recorded but cannot be collected in e-Vision. Run the report for the Planning Instance you have been working in and then export the report to Excel. For each assessment element, complete the ‘Assessment Type’ and ‘Final Assessment?’ columns, and where applicable the ‘Qualifying Mark’ and/or ‘Qualifying Set’ columns. The report must be run for every Planning Instance you have worked in. The report will include all modules within the Planning Instance, so for P2 and P3, the report will include modules from other departments. Assessment Type The assessment type defines the work involved in an individual assessment. This information forms part of the KIS return. Valid assessment types are given below; a detailed description can be found in the appendix. Valid assessment types: Last updated: 08 February 2013 Module Planning Manual Page: 7 EXAM TEST CW REPORT DISS PORT ORAL PROJ PRACT GRP AO Examination Departmental Test Coursework Report Dissertation Portfolio Oral and Presentation Project Practical Assessment Group Work Attendance Only See ‘SECTION 3: Information Required for Module Planning’ for definitions of Assessment Types. Final Assessment Each module assessment pattern must include one or more elements marked up as the Final Assessment. This should be the assessment element that marks the last piece of assessment that the student will submit. Where more than one element will have submission dates at the same time, all assessments that could be considered ‘Final’ should be marked as such. The Final Assessment should be entered with a ‘Y’ in the cell. Qualifying Mark If a student must attain a certain mark in the specific assessment in order to pass the module this mark should be entered in the Qualifying Mark column. This will usually be the minimum pass mark, but in cases where a student must simply attempt every assessment element the Qualify Mark can be specified as ‘1’ Qualifying Set Linked to the Qualifying Mark, the Qualifying Set is used to identify a group of assessments across which a student must attain an average mark. The Qualifying Mark should be defined as above, and a common value (e.g. A, B, C) entered against each assessment element within the group. Last updated: 08 February 2013 Module Planning Manual Page: 8 SECTION 3: INFORMATION REQUIRED FOR MODULE PLANNING The information below provides guidelines on the information that should be entered into each of the sections of the Module Planning ‘Edit’ screen. Sections with asterisks indicate data that is mandatory. ‘Plan Module’ Section Code* When creating a new module assign a code according to the module coding structure below. A previously used code may not be reused. The ‘Module Numbering’ report will tell you what codes have already been used. See ‘SECTION 4: Module Reports’ for details on how to run a report. AR1005 Department Prefix Number Range (2 letters) (3 numbers) Level (1 number) Department Prefix AM American Studies IT Italian AH Ancient History LM Labour Market Studies AR Archaeology LW Law BS Biological Sciences AE Life Long Learning CH Chemistry MN Management CO Computer Science MA Mathematics CR Criminology MS Media & Communication EC Economics MB Medical Bioscience ED Education MD Medical School EG Engineering ML Modern Languages EN English MU Museum Studies EL English Language Teaching Unit NS Natural Sciences FR French PA Physics & Astronomy GY Geography PL Politics & International Relations GL Geology PS Psychology GN German SW Social Work HA History of Art SY Sociology HS Historical Studies SP Spanish HM Humanities Last updated: 08 February 2013 Module Planning Manual Page: 9 Level 0 Foundation 1 Undergraduate Level 1 2 Undergraduate Level 2 3 Undergraduate Level 3 4 Undergraduate Level 4 7 Postgraduate 8 Doctoral Name* Use capitalization of module title; do not use upper case. You do not need to create a new module for a change of title. Type* ‘ABR’: Abroad – Module taken at a partner institution or representing a period of study abroad. ‘PLAC’: Placement – Module taken as part of a placement or representing a period of study on a placement. ‘DISS’: Dissertation – Student dissertation or final project. ‘STAN’: Standard – Any module not covered by the previous three categories. The majority of modules will be classified as standard. ‘Plan Module Availability’ Section Occurrence* The occurrence of a module refers to the availability a module runs within an academic year. Undergraduate and taught postgraduate modules: Most have an occurrence of ‘A’. Occasionally a module will have an occurrence of ‘B’ – this is where the module is assessed by a different mark scheme. For example Modern Language students are required to pass language modules at an 'honours' level. However, students from other departments need only pass language modules at a 'credit' level. In order to distinguish between these types of students, and ensure that their marks are calculated correctly, two module occurences are created for each language module. Students are then assigned to occurrence "A" or occurence "B" as appropriate. Distance Learning modules: All these modules have an occurrence of ‘D’. Modules available to Erasmus or Study Abroad students: Any module available to these students requires an ‘E’ occurrence module availability. Where a module is available in a period that spans academic years, the Occurrence needs to be identified with a suffix relating to the year the module starts. Last updated: 08 February 2013 Module Planning Manual Page: 10 For example A campus based Dissertation module begins in June (Semester 2 2014/15) but work is handed in during September (Semester 1 2014/15). The Occurrence would be A13. This forms part of an external reporting requirement and for recording purposes the Academic Year is taken as starting on 1 August. Any module which crosses this date should be considered ‘Spanning’. Scheme* Choose ‘UNDERGRAD’ undergraduate or ‘POSTGRAD’ postgraduate. Period* Undergraduate modules are normally offered by semester. Postgraduate modules may be offered either by semester or by term. Distance learning modules will have a period relating to when they start, e.g. ‘Oct’, ‘Feb’, ‘Jul’. PLEASE NOTE, existing modules which have a period ‘DL’ will need to be updated to accurately reflect when the module starts. Where a module must be taken in both semester one and semester two (or term 1, 2 and 3) choose "YEAR" - the credit rating will apply to the whole year. Where a module is available in one or more periods you must create module availability records for each period (use the duplicate process outlined in ‘SECTION 1: How to Plan Modules in the Student Record System’). Period Coverage (approximately) Semester 1 September – January Semester 2 January – June Year Whole academic year (semester 1 and 2) Autumn Term October – December Spring Term January – March Summer Term May - July (also use for modules taken in the summer vacation) ‘Month’ Undergraduate and Postgraduate Distance Learning – month in which the module starts. Please see http://www2.le.ac.uk/institution/calendar/university-terms-and-semesters for exact dates. Module Coordinator This must be an academic member of staff, not a postgraduate student. The Student Record System can only hold one module coordinator name. As the list of names is provided by the Personnel record system the Registry is unable to add or amend name information. If the name of a member of staff is missing please leave this field blank and add the name to the ‘Teaching and Learning Methods’ (See below ‘Plan Module Teaching & Learning’ Section). Department* The student FTE load will be allocated to the department named on the Module Specification. If the load is to be shared between departments, please inform the Registry. NOTE: The Department refers to the Module Department Prefix and may represent a Centre or sub-division of the department. For example, ‘French’ or ‘Spanish’ are separate entries for the School of Modern Languages. Last updated: 08 February 2013 Module Planning Manual Page: 11 ‘Plan Student Workload’ Section Mark Scheme* Undergraduate modules are normally assessed under the ‘pass for credit’ mark scheme. Exceptionally modules may be assessed by the ‘honours level’ mark scheme. Modules may also be assessed as ‘attendance only’ where only a pass/fail grade is recorded for the module. Modules are designated as ‘honours level’ in exceptional cases - usually when they are required to pass at this level for an external body. This must be agreed by the relevant committee and recorded in the Regulations and Module Specifications. Postgraduate modules have a ‘postgraduate’ mark scheme or an ‘attendance only’ mark scheme. Student Workload* Enter the hours that each type of Teaching and Learning method takes, making sure these add up to the total hours (which should equate to the figures below) Credits Hours 5 37.5 10 75 15 112.5 20 150 30 225 60 450 120 900 In cases where a module is non credit bearing please use your judgment as to what the appropriate Student Workload hours should equate to. Accurate recording of student workload is essential as this information forms part of the Key Information Set (KIS) return to HEFCE. Last updated: 08 February 2013 Module Planning Manual Page: 12 ‘Plan Module Assessment’ Section Module Assessment Pattern* Each module has an ‘Assessment Pattern’ which determines how a module is assessed. Assessment Patterns are broken down into one or more assessment elements. When changing assessment patterns you must ensure that the ‘weight’ totals 100%. Each assessment element within a module must be included for all modules. The assessment weighting can be proportional to allow for fractions. E.g., if a module has three equally weighted elements (33.33% each) they can each be expressed with a weighting of 100, giving a total weighting of 300. Note, this is the only case in which the total weighting should exceed 100%. If an Assessment Pattern is entered incorrectly this will create an error in the calculation of overall module marks. If in doubt about how an assessment pattern is structured please contact your departmental Marks Entry contact for advice (the Registry can provide you with contact details if you do not know who this is). Assessment Groups In previous years the ‘Assessment Group’ has been used to denote differences in assessment patterns within a module, such as for Erasmus or Study Abroad students. Such differences should now be represented by a separate Module Availability. When resurrecting a module from an earlier Alternative Reassessment Where students are unable to retake the piece of assessment they failed (normally fieldwork or a laboratory exercise) they may take an ‘Alternative Reassessment’. The Alternative Reassessment field should be completed with a ‘Y’. Seq. Description Weight 001 Coursework 50 002 Fieldwork 50 003 Coursework 100 Ass't Grp Alt Reass’t Exam Duration (hrs) Y In the above assessment pattern students are assessed by 50% coursework and 50% fieldwork. However, because students who fail the fieldwork element are unable to retake it, they must complete an alternative reassessment of an examination. Please note that the coursework element also has a corresponding “Alt Reass’t”; this is because the original coursework mark will need to be re-entered so that the overall mark for the module is calculated correctly (i.e. not capped). The Alternative Reassessment(s) should always total 100%. Assessment Descriptions The Assessment Description should make the type of assessment clear (e.g. Coursework, Examination, Dissertation), as this is used to classify the assessment in the Student Record System. Additional details can be included, however the field is limited to 120 characters. Last updated: 08 February 2013 Module Planning Manual Page: 13 ‘Plan Module Teaching & Learning’ Section Intended Learning Outcomes* Complete as appropriate ensuring that both (a) discipline specific knowledge and skills, and (b) transferable skills are addressed. Module learning outcomes should address at least one of the transferable skills identified in the University’s Learning and Teaching Strategy ie. oral communication, written communication, IT, numeracy team working, problem solving, information handling, or skills for lifelong learning. Learning outcomes are statements of what a learner is expected to know, understand and be able to demonstrate after completing the module. The module assessment should be able to measure the extent to which they have been achieved, so the best words to use are often those you would actually use in exam questions (define, calculate, identify, outline, solve etc.). Avoid words that describe a state rather than an action like be familiar with, appreciate, comprehend, know. The following phrases may be useful for many modules: (1) discuss the basic principles of…… (2) apply these principles to…./cases including…./cases such as…. Teaching and Learning Methods* Select from the following or add as appropriate: Lectures, Tutorials, Seminars, Surgeries, Directed reading, Problem solving classes, Masterclasses, Laboratory practical classes, Computer practical classes, Demonstrations, Computer-aided learning, Field courses/visits, Project supervision, Example sheets, Resource-based learning, Career development programmes, Induction programmes, Independent research. Assessment Methods* Select from the following or add as appropriate: Essays, Written reports, Writing tasks, Reviews, Individual research projects, Dissertations, Research papers, Portfolios, Learning logs, Annotated bibliographies, Seminar presentations, Contributions to discussions, Oral reports, Poster presentations, Interviews, Role plays, Simulations, Objective tests, Shortanswer examinations. Essay examinations, Problem-based examinations, Vivas, Practical demonstrations, Computer demonstrations ,Computer-based exercises, Laboratory reports, Laboratory notebooks, Field reports, Field notebooks, Observation of working methods, Competency-based assessment, Problem-based exercises, Exhibitions/demonstrations, Video, Web pages, Artefacts/products, Computer programmes, Poster productions, Patient histories. You should also indicate here if the module is linked to any other module for assessment purposes Pre-requisites Modules that must be taken before this module can be studied Co-requisites Modules that must be taken at the same time that this module is studied Excluded Combinations Modules that cannot be taken with this module Last updated: 08 February 2013 Module Planning Manual Page: 14 Additional Information Assessment Types EXAM - Examination A question or set of questions relating to a particular area of study. Written exams usually occur at the end of a period of learning and assess whether students have achieved the intended learning outcomes. They may be 'seen', where the student is aware in advance of the question(s) they are expected to answer, or 'unseen', where the questions are only revealed 'on the day'. In an 'open-book' exam, a student is allowed to use a selection of reference materials during the assessment. The questions asked as part of a written exam may be essay, short answer, problem or multiple-choice. Written exams usually (but not always) take place under timed conditions. An Exam will be timetabled centrally by the Exams Team. TEST – Departmental Test As above, but arrangements made within the department. CW - Coursework An exercise completed in writing. Written exercises that typically have deadlines attached but which are not carried out under timed conditions. A well-known example is the essay, where students are required to write about a particular topic or answer a question in depth. Other examples include written briefings on particular topics. REPORT A description, summary or other account of an experience or activity. There are many different kinds of report - often students are required to produce a report after participating in a practical activity such as fieldwork, laboratory work, work experience or placement. Reports typically have a prescribed format. DISS - Dissertation An extended piece of written work, often the write-up of a final-year project. A dissertation is a substantial piece of writing deriving from research that a student has undertaken. Dissertations are the result of a student's independent work, carried out under the guidance of a supervisor. Different subject areas may follow different conventions in relation to the production of dissertations. (Note that other outputs from projects are listed separately). Last updated: 08 February 2013 Module Planning Manual Page: 15 PORT - Portfolio A collection of work that relates to a given topic or theme, which has been produced over a period of time. Typically, a portfolio contains a number of pieces of work, usually connected by a topic or theme. Students are usually required to organise the collection of examples and the portfolio often includes some reflective accounts (diaries/logs). Examples include, in education, that students may collect in a portfolio essays around particular teaching methods, lesson plans, teaching materials that they have developed and a report about the teaching experience itself. For the purposes of the KIS, examples also include the creative arts portfolio which may contain a strong practical element. PROJ - Project (other than dissertation) Output from project work, often of a practical nature, other than a dissertation or written report. Students are assessed on the output of a period of project work (other than in the form of a dissertation or written report). Examples are diverse and include the staging of a play or other performance, a piece of artwork, a new product or a poster. ORAL - Oral and presentation A conversation or oral presentation on a given topic, including an individual contribution to a seminar. Examples of oral assessments and presentations might include conversations, discussions, debates, presentations and individual contributions to seminars. This category would also include the viva voce exam which is typically used by institutions in specific circumstances such as clarifying assessment decisions reached via other means. PRACT - Practical skills assessment Assessment of a student's practical skills or competence. Practical skills assessment focuses on whether, and/or how well, a student performs a specific practical skill or technique (or competency). Examples include clinical skills, laboratory techniques, identification of or commentary on artwork, surveying skills, language translation or listening comprehension, and so on. GRP – Group Work An exercise or assessment taken and assessed as part of a group. Should be used if the assessment cannot be categorised in one of the above. AO – Attendence Only Used where no marks are to be returned. Usually used where students formally submit ethics statement or equivalent and are either Pass or Fail. Last updated: 08 February 2013 Module Planning Manual Page: 16 SECTION 4: MODULE REPORTS About Business Objects Business Objects is a web based reporting tool, which retrieves data directly from the Student Record System. This data can be viewed, printed or downloaded. Accessing Business Objects Click on the Business Objects Reports link on the eVision home page or go directly to http://reporting.le.ac.uk through your web browser. The login is your CFS id and the password of your choice. If you cannot access Business Objects please contact IT Services. Viewing Reports Business Objects folder navigation view Use the folders list on the left to navigate to the report you wish to view. The Module reports are located as follows: Public Folders > Departmental Users > Curriculum Planning Double click on a report to open it. At the top of the ‘Prompts’ dialog box click a criteria, then choose the appropriate field from the list (if you cannot see any data fields press the ‘refresh values’ icon). Click on the chevron icon to select a data field. Repeat this process for all criteria. Click on ‘Run Query’ to display the report for your chosen criteria. To choose different criteria, or re-run a report, click on the ‘Refresh Data’ icon on the top right hand side of the screen. Last updated: 08 February 2013 Module Planning Manual Page: 17 The Business Objects report prompt dialog box Available Module Reports The following reports are available to view, print and download: Report Title Description Curriculum Planning: Supplementary Assessment Pattern Data Report that must be run once all Modules have been ‘Locked’ through Module Planning in e-Vision to collect additional assessment pattern information. Planning Module Specification Planning module data in specification format. This data is not yet live on the Student Record System and can only be viewed throughout the Curriculum Planning period. Module Specification Module data in specification format. This is live data on the Student Record System. Module Availabilities (for download) Module data (module code, name, year, period, occurrence, scheme, level, credits, coordinator, mark scheme, workload) suitable for downloading into an excel spreadsheet. This is live data on the Student Record System. Module Assessment Patterns (for download) Module data (module code, name, year, period, occurrence, mark scheme, sequence, assessment description, weight, assessment group, alternative reassessment, exam hours) suitable for downloading into an excel spreadsheet. This is live data on the Student Record System. Module Teaching and Learning Text (for download) Module data (teaching and learning text) suitable for downloading into an excel spreadsheet. This is live data on the Student Record System. Module Numbering List of modules since 2002/3. Use this report as reference when choosing new module codes to prevent duplication. Planning Modules Quick Check List A list of Planning modules to be used as a quick check list during Curriculum Planning. The report does not include Teaching and Learning text or assessment patterns. This data is not yet live on the Student Record System and can only be viewed throughout the Curriculum Planning period. Last updated: 08 February 2013 Module Planning Manual Page: 18 Navigating Reports Move between pages using the arrows in the Business Objects report toolbar. For easier navigation view the report as a PDF document. Click on the ‘View’ button and choose ‘PDF mode’ from the drop down list. Navigate between pages by using the ‘bookmarks’ panel (click on the + sign to expand the menus in this panel) Printing Reports Click on the printer icon in the Business Objects toolbar (not the Web Browser toolbar). This will open the report into a PDF document. You can amend the page numbers you wish to print in the printer dialog box if necessary. Downloading Data Click on the Document button on the Business Objects toolbar, choose “Save to My Computer as Excel” When the file download dialog box appears choose Save Logging Off Please remember to click ‘Log Out’ on the Business Objects toolbar when you finish your session. Last updated: 08 February 2013 Module Planning Manual Page: 19 SECTION 5: FURTHER INFORMATION Amendments to Modules after the Curriculum Planning Period After the Curriculum Planning period has ended you will need to submit new module specifications and any changes manually. Any changes should be sent to the Quality Office who will pass the documentation through to the Registry once approved. More details regarding Curriculum Change can be found at: http://www.le.ac.uk/academic/quality/curriculumchange/index.html Who to Contact Nature of Query Contact Submission of amendments to Module Specifications Registry Account Manager Curriculum Planning via eVision Registry Account Manager Login/password problems IT Services Advice on information contained in a Module Specification Academic Advisor, Quality Office Curriculum Change and Programme Approval processes Academic Advisor, Quality Office Responsibility Contact Name Contact Details Registry Account Manager College of Arts, Humanities and Law Dave Eyres x 3919 [email protected] Registry Account Manager College of Medicine, Biological Sciences & Psychology Azeem Climie x 7624 [email protected] Registry Account Manager College of Social Science Christian Kitchener (Acting) x 2500 [email protected] Registry Account Manager College of Science & Engineering Christian Kitchener x 2500 [email protected] Academic Advisor College of Arts, Humanities and Law TBC Academic Advisor College of Medicine, Biological Sciences & Psychology Kate Pountney x 3451 [email protected] Academic Advisor College of Social Science Kathryn Brennan x 3639 [email protected] Academic Advisor College of Science & Engineering Sian Conner x 1379 [email protected] IT Systems Support IT Services Helpdesk x 2253 [email protected] Last updated: 08 February 2013 Module Planning Manual Page: 20 INDEX A M academic advisor, 20 mark scheme, 12 alternative reassessment, 13 module availability, 10 assessment elements, 6 module code, 9 assessment groups, 13 module name, 10 assessment methods, 14 module planners, 3 assessment pattern, 13 module reports, 17, 18 B module type, 10 business objects, 17, 18, 19 O business objects website, 17 occurrences, 10 C overall module mark, 13 coordinator, 11 P co-requisites, 14 pass for credit, 12 creating new modules, 4 period, 11 curriculum change, 4 planning instance, 4, 5 curriculum planning period, 20 postgraduate, 10, 11, 12 D pre-requisites, 14 deleting modules, 5 printing, 19 distance learning, 10, 11 programme approval, 4 downloading, 19 R duplicating modules, 5 reassessment, 13 E reports, 7, 17, 18 editing modules, 5 resurrecting modules, 5 eVision, 3, 17 S excluded combinations, 14 scheme, 11 F student workload, 12 FTE load, 11 T H teaching and learning, 14, 15 honours level, 12 teaching and learning methods, 14 I U intended learning outcomes, 14 undergraduate, 10, 11, 12, 13 L W locking modules, 7 weight, 13 Last updated: 08 February 2013 Module Planning Manual Page: 21
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