Every Learner Counts V3

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Presentation from JISC conference 09 in Edinburgh. Complimented by 3 presentations not included but should available on the JISC Conf web site.

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  • Every Learner Counts V3

    1. 1. Every Learner Counts Can technology help improve student motivation and retention? Joint Information Systems Committee Supporting education and research
    2. 2. Every Learner Counts: can technology help improve student motivation and retention? Paul Bailey JISC Programme Manager 08/06/09 | Supporting education and research | Slide
    3. 3. Overview and Introductions <ul><li>Student Retention - background </li></ul><ul><li>Admissions – technology supported admissions process </li></ul><ul><li>Targeted Retention Systems – technology to indentify at risk learners </li></ul><ul><li>The role of new technologies in supporting student motivation </li></ul><ul><ul><li>Lucy Stone, Leicester College </li></ul></ul><ul><ul><li>Hesan Yousif, University of Sussex </li></ul></ul><ul><ul><li>Dr Nicola Whitton, Manchester Metropolitan University </li></ul></ul><ul><li>Discussion – can technology help improve student motivation and retention? Is there a simple cost benefit argument for investing in technologies to improve student retention…. </li></ul>
    4. 4. Student Retention: Why Every Learner Counts <ul><li>Cost per learner lost…. </li></ul><ul><li>The National Audit Office Report (Feb 2008) </li></ul><ul><ul><li>Loss of income for institutions (vs cost of support) </li></ul></ul><ul><ul><li>Loss of income for Govt (in higher taxes) </li></ul></ul><ul><ul><li>Funding council investment (for WP and retention) </li></ul></ul><ul><ul><li>Worse at bottom than top… </li></ul></ul><ul><li>Population shifts 18-20 group (down 85,000+ by 2020) </li></ul><ul><li>Credit Crunch? </li></ul>http://www.flickr.com/photos/goodimages/1446527479/
    5. 5. Student Retention: NOA Recommendations <ul><li>Use Management Information Data </li></ul><ul><li>Institutional strategic commitment </li></ul><ul><li>Student commitment </li></ul><ul><li>Academic support </li></ul><ul><li>Broaden options for learning </li></ul><ul><li>Specialist support </li></ul>http://www.flickr.com/photos/melekalikimaka/2380330355 http://www.flickr.com/photos/30834803@N08/3216218210 http://www.flickr.com/photos/goodimages/1446527479/
    6. 6. Provisos… <ul><li>Student Retention is relatively high compared with rest of world (NAO Report) – Completion of 3 year degree 78+% (many 90+%) </li></ul><ul><li>From IMS LTAC Project Group: Targeted Retention Systems (TRS) </li></ul><ul><ul><li>The average four-year institution in the United States graduated 57% of its students in 6 years (Horn, 2007). </li></ul></ul><ul><ul><li>Only about 20% of community college students complete a degree in 3 years. </li></ul></ul><ul><li>Technology is not the only answer – many institutions have systems and processes in place to support learners etc. meeting recommendations of 2008 NOA report) </li></ul>http://www.flickr.com/photos/jarrellg/2404248265/sizes/l
    7. 7. Admissions – technology supported admissions process <ul><li>UCAS already provides extensive statistical data for institutions (very sensitive to change – cause and effect) </li></ul><ul><li>Technologies to support direct entry routes to HE and FE </li></ul><ul><ul><li>LLNs – course discovery, IAG to support admissions, </li></ul></ul><ul><li>Projects promoting fair and transparent admissions </li></ul><ul><ul><li>Better course information available – matching individual and course profiles </li></ul></ul><ul><ul><li>e-Portfolio, supporting the admissions process (e.g. Nottingham 14-19) </li></ul></ul><ul><li>UCAS pilot electronic feedback on unsuccessful applicants (to schools and individuals </li></ul>
    8. 8. Targeted Retention Systems – technology to indentify at risk learners <ul><li>Targeted retention systems consist of processes and systems to: </li></ul><ul><li>1) Identify students at risk of not completing a unit of study (early warning system); </li></ul><ul><li>2) Notify at-risk students and relevant stakeholders (early alert systems); </li></ul><ul><li>3) Discover the most effective interventions for at-risk students; </li></ul><ul><li>4) Deliver targeted interventions; </li></ul><ul><li>5) Measure effectiveness of interventions in terms of impact on course and program completion. </li></ul>Learning Technology Advisory Council Project Group: Targeted Retention Systems http://www.imsproject.org/ia.html
    9. 9. Question <ul><li>What is your experience of technologies supporting learner retention? </li></ul><ul><li>2 minutes speaking to the people next to you. </li></ul>http://www.flickr.com/photos/george53/1049051049
    10. 10. The role of new technologies in supporting student motivation <ul><li>Lucy Stone, Leicester College – Supporting Work Based Learners in Further Education </li></ul><ul><li>Hesan Yousif, University of Sussex - </li></ul><ul><li>Dr Nicola Whitton, Manchester Metropolitan University – Alternative Reality Gaming </li></ul>
    11. 11. Discussion <ul><li>Can technology help improve student motivation and retention? </li></ul><ul><ul><li>Question to presenters/panel members </li></ul></ul><ul><ul><li>Examples/issues from the audience </li></ul></ul><ul><ul><li>Does your institution invest enough in processes and technologies to support student retention and motivation? </li></ul></ul><ul><li>If there is a simple cost benefit argument for investing in technologies to improve student retention, where should it be </li></ul><ul><ul><li>Improving admissions (i.e. support pre-entry) </li></ul></ul><ul><ul><li>Target retention systems (early detection) </li></ul></ul><ul><ul><li>Investing in staff to improve student motivation (personal touch) </li></ul></ul>http://www.flickr.com/photos/george53/1049051049
    12. 12. Contact Details <ul><li>Paul Bailey [email_address] </li></ul><ul><li>http://www.jisc.ac.uk/elearning </li></ul><ul><li>Hesan Yousif, University of Sussex, [email_address] </li></ul><ul><li>Lucy Stone, Leicester College, [email_address] </li></ul><ul><li>Dr Nicola Whitton, [email_address] </li></ul>
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