Presentation INTED 2012 Valencia

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Presentation INTED 2012 Valencia

  1. 1. INTED2012 (6th International Technology,Education and Development Conference)2012 ConferenceEXPLORING THE BALANCE BETWEENAUTOMATION AND HUMANINTERVENTION IN IMPROVING FINALYEAR UNIVERSITY STUDENT NON-COMPLETIONAndrea Wheeler and Melanie KingThe Centre for Engineering & Design Educationhttp://cede.lboro.ac.uk
  2. 2. Outline • Background: JISC ‘Pedestal for Progression’ project • Issues related to progression in final year and failure to complete. • Workshops with students, a whole lost of concerns – relationships with staff and employability. • Methods adopted: Service Design and Data Mining. • Data mining and how we currently collect attendance data. Enhancements to current systems / processes. How staff & students use attendance data. Evidence that links attendance with progression. Issues surrounding the case for wider adoption. • Service Design, managing relationships, points of contact. • Discussion of results.The Centre for Engineering and Design Education
  3. 3. Pedestal for Progression Project March 2011 – August 2012 This project is investigating the application of the Service Design methodology within higher education: techniques usually used within the commercial Customer Relationship Management field (CRM). The project team will be working with students, academics and staff from support services across the Institution using service design and data mining techniques in order to enhance the student experience for final year students and aid their progression to next stage - either employment or further study. JISC Relationship Management Programme Phase II Strand 2 – Progression, retention & non-completion http://progression.lboro.ac.ukThe Centre for Engineering and Design Education
  4. 4. WP1: Discovery Phase – gathering user experiences – all sorts of sources of data and discovery methods adopted • National Student Survey data • Focus groups with finalists (Programme reps, Student Union) • Current research on campus (History HEA mini-project, BSE) • Interviews with staff (academics, admins, technicians, support services) • LUFBRA.net • Staff/student committees (minutes from meetings) • Student stories • Identification of current data collected about students (VLE activity, library systems, attendance data, coursework hand-ins) http://progression.lboro.ac.ukThe Centre for Engineering and Design Education
  5. 5. Expectations of: Issues raised: Progression in Final Year Finalists • Increase in contact time (academic and personal tutoring) • Additional skills support (e.g. digital and information literacy) • Better access to library books Needs of: ACADEMICS • Prioritised reading lists Effective & efficient process Expert support • Support for progression beyond graduation Robust systems Easy access to data • Fair and balanced assessment (e.g. timing of coursework hand-ins) • Consistent and timely feedback • Access to facilities and equipment • Ability to feedback to tutors/departments Strategic objectives: INSTITUTION Enhanced student experience Innovation Competiveness Efficiency SustainabilityThe Centre for Engineering and Design Education
  6. 6. Recurrent Issues: Access to tutors “I feel that the personal tutor should take a more active role in working with the student throughout university life.” Sport and Exercise Science student – entering final year in October 2011 Recurrent Issues: Performance anxiety and personal development “I think the main emphasis for final year should be attainment, with the student being able to achieve the most they can to fully reach their potential.” Chemistry student – graduated 2011The Centre for Engineering and Design Education
  7. 7. “Monitoring” : Encouraging the active tutor – monitoring engagement • Improving the identification of absence at crucial lectures or tutorials • Improving the support for personal tutors in meeting their tutees • Help department monitors to spot students falling through the net • Identify other engagement data that could signal non-participation • Improve the notification of critical information to the right staff member at the right time.The Centre for Engineering and Design Education
  8. 8. How Attendance data is collected Attendance at lectures Attendance at personal tutor meetingsThe Centre for Engineering and Design Education
  9. 9. ATTENDANT Creation and marking of registers for modulesThe Centre for Engineering and Design Education
  10. 10. CO-TUTOR The staff and student relationship management system Organise groups Email groups Add comments Access course marks Schedule meetings View attendance records View personal information Upload related filesThe Centre for Engineering and Design Education
  11. 11. The staff and student relationship management system CO-TUTOR FLEXIBILITY & CONTINUITY: Supporting a learner’s journey Personal welfare Attendance monitoring: and guidance: course tutors, programme Personal tutors, elite monitors athletes’ welfare officers Supervision of Academic placement activities: performance: Placement co- Foundation year ordinators, industrial tutors, lecturers, supervisors key skills support Research supervision: cross-department supervisors, Graduate School ‘training needs’ advisors Disability, additional needs & course support: support officers, Personal development departmental admin planning: personal tutors, skills development officers
  12. 12. Main menu for access to all students, personal Home Page for Tutors messages and monitoring reports Quick access to different cohorts of students and personalised bookmark groups Personal summaries of tutee meetings, Select multiple commenting and tutees and perform attendance group actions Quick action links and attendance summaries Useful links to support personal tutors and supervisors
  13. 13. A Student’s Record Automated and custom flags can be added Actions that any staff can perform on a student’s record Data feeds of personal info and grades from corporate systems Comments are categorised to aid viewingpermissions e.g. only allocated research supervisors cansee comments in the Research section A history of comments, notices and files added to a student’s record
  14. 14. “Monitoring” Approaches: Enhancements to current processes / systems • Registers now marked as ‘critical’ or ‘optional’ • Checkbox for ‘include data in summary’ • Students can add a reason for absence • At the point of marking, an automated email can be sent to absent students • More detailed reports created on student attendance, including attendance patterns • Students now have access to their own attendance record and are sent emails (by welfare officer) to view it if their attendance drops below a certain level • Automated emails generated to personal tutors on a regular basisThe Centre for Engineering and Design Education
  15. 15. Data Mining: Tremendous amounts of data are being collected about student behaviour and activities In the 2011 Horizon report Johnson et al. predicts that in the next two to five years, “Learning analytics promises to harness the power of advances in data mining, interpretation, and modelling to improve understandings of teaching and learning, and to tailor education to individual students more effectively” [8].The Centre for Engineering and Design Education
  16. 16. Attendance Data Analysis 2004/5 2005/6 2006/7 2007/8 2008/9 2009/10 2010/11 Total marked 25,372 37,899 62,017 79,428 116,335 151,012 271,373 present Total number of 38,715 56,395 89,930 117,062 166,027 215,031 386,247 records Average 65.54 67.20 68.96 67.85 70.07 70.23 70.26 attendance (%) Diff (pp) +1.66 +1.76 -1.11 +2.22 +0.16 +0.03 Number modules 62 121 214 229 260 383 800The Centre for Engineering and Design Education
  17. 17. Attendance Data Analysis Averages for 4221 students graduating between 2004 and 2009 who have had attendance recorded on at least 10 registers per year of study. 1st 78.80% 2.i 73.26% 2.ii 61.19% 3rd 58.36% Link between final UK degree classification and average attendanceThe Centre for Engineering and Design Education
  18. 18. Service Design: Data mining and data monitoring aims to identify patterns of behaviour that predict behaviour… Service Design, however, aims to manage points of contact of user and a service and improve experience /desirability.The Centre for Engineering and Design Education
  19. 19. Service Design: students as owners of services… Service Design is concerned with providing authentic customer focused, highly desirable, and pleasurable, services. It aims to foster a sense of ownership, and to include often intangible customer feelings about a service, representing them in a visual manner. Snook, a Service Design consultancy based in Glasgow, defines a service in the term Service Design as “…a co- created event that delivers value to the parties engaged in the interaction” [1].The Centre for Engineering and Design Education
  20. 20. Service Design: students as customers, educators as panderers… Students-as-customers, has very different connotations to students as customers: entitlement to satisfaction, a duty to complain. A University management team keen to exceed customers’ expectations.The Centre for Engineering and Design Education
  21. 21. Service Design Workshops with students and staff – employability and the placement experience ….feeding back into Co-Tutor ‘Mentoring’ software…The Centre for Engineering and Design Education
  22. 22. The staff and student relationship management system PROVIDES IMPORTANT METRICS: CO-TUTOR Enhances student experience • Provides numerous monitoring reports that make the frequency and quality of support, provided by staff to students, completely transparent to senior colleagues and departmental managers. • Attendance information used to view trends. • Provides audit trails and accountability for the quality of care provided to students. • Reports include; • Staff online activity • Total number of comments per student • Total number of student/staff meetings both missed and attended • Distribution of alert flags • Frequency of comments, meetings and emails • % attendance across programme of module, year group or level of study • Reports specific to tutoring type.
  23. 23. The staff and student relationship management system IDENTIFICATION & MONITORING: CO-TUTORLoughborough University, UK Supporting struggling students Internal messaging to Detailed attendance notify relevant staff reports highlight when comments are struggling students added to records Ability to send emails to personal tutors, notifying of low attendance Quick views of attendance summary and comment counts Automated flagging of students with < 50% attendance
  24. 24. The staff and student relationship management system IDENTIFICATION & MONITORING: CO-TUTOR Supporting struggling students
  25. 25. RECOMMENDATIONS: Challenges to Address 1. The balance of automation versus human intervention. 2. More automated methods of capturing attendance seamlessly linked to current system 3. Complex user permissions to view student data as well as staff activity. 4. Who is monitoring the monitors? 5. Identification of ‘touch-points’ that are critically linked to completion.The Centre for Engineering and Design Education
  26. 26. 2012 ConferenceAndrea WheelerTeaching and Learning Co-ordinator (Projects),The Centre for Engineering & Design Education a.s.wheeler@lboro.ac.uk JISC Pedetal for Progression Projecthttp://progression.lboro.ac.ukhttp://cede.lboro.ac.uk

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