SSPP Rollover process:
Each year (over the summer) new courses are created and content copied over from the previous academic year to the next, this is what is classed as the KEATS rollover. The additional consideration this year was that there were an extra 350 modules in SSPP that had been created as part of the credit harmonisation process. The TEL team received the spreadsheets from IT for Rollover, which contained both sets of modules as below:
In SSPP, we have a network of “TEL Reps”, who act as a liaison between the TEL team and the separate Schools and Departments. These Reps return the spreadsheets to me when they are complete. It is important to advise whoever you work with during the rollover well in advance of how they should deal with the process so they can be fully prepared.
Spreadsheets were updated so that all original modules were left as blank course, while the new N-code modules were rolled over form last year. URL from last year was copied across to ‘Other Course’ column. ‘Will link to N code module’ was put in the comments section to advise IT why there were so many blank courses this year. In the image below you can use the different coloured circles to match the old code with the new code in an easy way. This is for explanation purposes only, and was not used during the rollover.
There are now two versions of the module on Keats, one live and one hidden:
The N (new) students will feed in as standard from SITS; the old code (continuing) students will feed in via a meta-link. Information on using meta-links can be found here. The students should be divided into groups based on which module code they are enrolled on.
Once rollover was complete, I asked Professional Services staff to go through and ensure all content was in the N-code modules and old modules were blank.
Not every module will have both incoming and continuing students, and numbers won’t be confirmed until module selection has taken place at the start of term. We advised Professional Services staff to not manually enrol missing students onto the module.
Some modules had different assignments depending on whether the students were on different credit structures while some modules have one assignment type for all students that was low for a 30-credit module and high for a 20-credit module. For Keats activities which were specific to one group of students, we advised using the restrict function to hide them from the other group.
Written by Leanne Kelly
I am the Technology Enhanced Learning Manager for the Faculty of Social Science and Public Policy (SSPP) at King’s College London. I am responsible for a wide range for TEL processes within the Faculty including instructional design, accessibility, training, innovation and content development.
I have a background in publishing and eLearning, and I am passionate about using technology to improve the learning experience and make it more accessible to all. I’m interested in developing new content and ways of working, scaling projects, and making online learning an enjoyable process.