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Nudging students towards
effective study behaviours
using Brightspace data
Rhona Sharpe and Julia Brennan
With contributions from
Louise Bunce, Emma Davies, Oxford
Brookes University
And Iman Ezidy, Colin Loughlin,
Rachel O’Callaghan at Surrey
#universityofsurrey 1
Our ambitions
#universityofsurrey 2
» Change attitudes and
behaviours towards studying in
HE
» Prompt students to develop
more effective study habits
» Develop greater self-awareness
of activities and performance
» Design systems that will work
with large numbers of students
What led us to here?
#universityofsurrey 3
Personalised
data
BTEC
progression
rates
Learning
analytics
dashboard
Student
engagement
research
Alcohol use
in young
people
Jisc
StudyGoal
App
Aims: supporting our staff and students
#universityofsurrey 4
 assisting students with the
transition from school to
university by providing
tailored study advice
 helping students locate and
best use resources on
SurreyLearn
 helping staff design modules
by giving them usage data
on specific resources
 helping staff understand and
manage the study
behaviours of their students
What is a nudge?
#universityofsurrey 5
Hey Julia! So far, 18% of students in your
[module name] class have looked at the
November 2017 past paper in SurreyLearn.
You do not seem to have found this yet/you
have seen this too. Before your class test next
week, why not try a paper in the 50-minute
time limit? There's lots on SurreyLearn to help
you practise: https://bit.ly/2SVhAG3.
------------------------------------
Phew! Your class test is over but keep going.
Remember, successful students keep up with
their studies.
Surrey principles for writing nudges
#universityofsurrey 6
1. EAST
2. Language
3. Student journey
4. Module design
5. Improvise . . .
3 types of nudges
#universityofsurrey 7
Hey Julia! We hope you had a good break and are looking
forward to rejoining the Surrey community. Before you come
back, take a look at these revision questions for [module
name]: https://bit.ly/2A7nrjQ
Hey Julia! It’s nearly the holidays, but keep going! Successful students
study consistently throughout the semester. You have not seen this
week's materials for [module name]. Here they are for you to review:
http://bit.ly/2Slv0Ez
Hey Julia! So far, 18% of students in your [module name] class have
looked at the November 2017 past paper in SurreyLearn. You do not seem
to have found this yet. Before your class test next week, why not try a paper
in the 50-minute time limit? There's lots on SurreyLearn to help you practise:
https://bit.ly/2SVhAG3
Full data set list
DATA SET SOURCE
Content User Progress Data Hub
Content Objects Data Hub
Course Access Data Hub
Organizational Units Data Hub
User Enrollments Data Hub
User Logins Data Hub
Users Data Hub
Study Participants Surrey University built
Nudge Custom Surrey University built
Surrey data principles
» Query 1a - General engagement of the student – system-level access (user logins)
» Query 1b – General engagement of the student – course-level access (course access)
» Query 2 – General engagement of the student with the module/course design (content
user progress/content objects plus Surrey participant data sets)
» Query 3 – Deeper involvement of the student with a module compared to the entire cohort
(total time field in content user progress)
#universityofsurrey 9
Number of students accessing linked resources
on SurreyLearn
Week Nudge topic Nudge type Nudged group
N=74
Control
N=65
Difference
(%)
5 Past papers personalised +
data + advice
71 (96%) 59 (91%) 5%
8 This week’s tutorial
question
advice 55 (74%) 40 (62%) 12%
10 Summary of feedback personalised +
data + advice
7 (9%) 8 (12%) -3%
11 This week’s materials Personalised
advice
38 (51%) 28 (43%) 12%
xmas Past papers personalised 72 (97%) 62 (95%) 2%
12 Revision workshop
materials
advice 25 (34%) 20 (31%) 3%
In total over the semester, the difference between the number of Nudged students accessing linked
resources compared to students in the Control group approached significance, X2 (1) = 3.12, p=0.07
Our most successful nudges (12% increase in hits)
11
Hey Julia! Phew! Your class test for [module
name] is over, but keep going - successful
students keep up with their studies. This week's
tutorial question is here: http://bit.ly/2qWXSNh
Hey Julia! It’s nearly the holidays, but keep
going! Successful students study consistently
throughout the semester. You have not seen this
week's materials for [module name]. Here they
are for you to review: http://bit.ly/2Slv0Ez
VLE activity as an indicator of engagement
12
Positive correlation
between hits on the
module materials
and module marks
(r=.45, p<0.001)
Obviously I think when someone is
failing a module a lecturer can look at
our SurreyLearn and see how many
topics we’ve seen and how many not.
Focus Group: attitudes to data
#universityofsurrey 13
But I think I went through all the slides and all
the information without clicking on any of the
additional videos and stuff, and it came to
something like 35% out of 100, so it looked
like you really hadn’t done anything, yet
you’ve looked at all the important content,
It’s quite good because it actually
like reminds you to go on it, and it
says like the percentage of people
that have opened it.
Value of the texts
#universityofsurrey 14
Not really cos I was already kind of doing
it anyway, but like everyone said it’s good
to be reminded. And if you hadn’t done
something then you’d do it pretty well
straight away, it changed how I used it
So personally I would quite
like maybe a weekly
reminder of what needs to
be caught up with
It’s quite good because it actually like
reminds you to go on it, and it says like
the percentage of people that have
opened it.
Comparison to cohort
#universityofsurrey 15
it made me think oh I need to actually do more
work, because everyone else on the course has
opened the resources and stuff. So yeah, I did like
that.
usually I found that the ones that contain
more information, especially about statistics
and in terms of advice, what’s helpful, what
might not be helpful, I think these are the
best and the most effective ways
Hidden curriculum
#universityofsurrey 16
I think it was really interesting to learn like the
difference between what the lecturers think is
important and what you think is important
Help from D2L
Scoping out the
project
Measures of
engagement and
links to data sets
Query-writing
Going beyond
D2L data sets
Encouragement
and patience
Solution
description
document
Lessons learned
• Involve your information compliance unit
• Plan student recruitment
• Plan data storage
• Team commitments
• Communicate with stakeholders
• Test out technical skills
What next?
Department of Technology Enhanced
Learning
» Intelligent agents
» Templates for nudges
» Opt in or opt out?
» A/B intervention designs
#universityofsurrey 19
What next?
Department of Technology Enhanced
Learning
» Intelligent agents
» Templates for nudges
» Opt in or opt out?
» A/B intervention designs
#universityofsurrey 20
University student attainment and
progression group
» VLE data into BI system
» Engagement dashboard for module leaders
» Statement on ethical use of student data
» Protocols for interventions
Any questions?
#universityofsurrey 21

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Nudging Students Towards Effective Study Using Brightspace Data

  • 1. Nudging students towards effective study behaviours using Brightspace data Rhona Sharpe and Julia Brennan With contributions from Louise Bunce, Emma Davies, Oxford Brookes University And Iman Ezidy, Colin Loughlin, Rachel O’Callaghan at Surrey #universityofsurrey 1
  • 2. Our ambitions #universityofsurrey 2 » Change attitudes and behaviours towards studying in HE » Prompt students to develop more effective study habits » Develop greater self-awareness of activities and performance » Design systems that will work with large numbers of students
  • 3. What led us to here? #universityofsurrey 3 Personalised data BTEC progression rates Learning analytics dashboard Student engagement research Alcohol use in young people Jisc StudyGoal App
  • 4. Aims: supporting our staff and students #universityofsurrey 4  assisting students with the transition from school to university by providing tailored study advice  helping students locate and best use resources on SurreyLearn  helping staff design modules by giving them usage data on specific resources  helping staff understand and manage the study behaviours of their students
  • 5. What is a nudge? #universityofsurrey 5 Hey Julia! So far, 18% of students in your [module name] class have looked at the November 2017 past paper in SurreyLearn. You do not seem to have found this yet/you have seen this too. Before your class test next week, why not try a paper in the 50-minute time limit? There's lots on SurreyLearn to help you practise: https://bit.ly/2SVhAG3. ------------------------------------ Phew! Your class test is over but keep going. Remember, successful students keep up with their studies.
  • 6. Surrey principles for writing nudges #universityofsurrey 6 1. EAST 2. Language 3. Student journey 4. Module design 5. Improvise . . .
  • 7. 3 types of nudges #universityofsurrey 7 Hey Julia! We hope you had a good break and are looking forward to rejoining the Surrey community. Before you come back, take a look at these revision questions for [module name]: https://bit.ly/2A7nrjQ Hey Julia! It’s nearly the holidays, but keep going! Successful students study consistently throughout the semester. You have not seen this week's materials for [module name]. Here they are for you to review: http://bit.ly/2Slv0Ez Hey Julia! So far, 18% of students in your [module name] class have looked at the November 2017 past paper in SurreyLearn. You do not seem to have found this yet. Before your class test next week, why not try a paper in the 50-minute time limit? There's lots on SurreyLearn to help you practise: https://bit.ly/2SVhAG3
  • 8. Full data set list DATA SET SOURCE Content User Progress Data Hub Content Objects Data Hub Course Access Data Hub Organizational Units Data Hub User Enrollments Data Hub User Logins Data Hub Users Data Hub Study Participants Surrey University built Nudge Custom Surrey University built
  • 9. Surrey data principles » Query 1a - General engagement of the student – system-level access (user logins) » Query 1b – General engagement of the student – course-level access (course access) » Query 2 – General engagement of the student with the module/course design (content user progress/content objects plus Surrey participant data sets) » Query 3 – Deeper involvement of the student with a module compared to the entire cohort (total time field in content user progress) #universityofsurrey 9
  • 10. Number of students accessing linked resources on SurreyLearn Week Nudge topic Nudge type Nudged group N=74 Control N=65 Difference (%) 5 Past papers personalised + data + advice 71 (96%) 59 (91%) 5% 8 This week’s tutorial question advice 55 (74%) 40 (62%) 12% 10 Summary of feedback personalised + data + advice 7 (9%) 8 (12%) -3% 11 This week’s materials Personalised advice 38 (51%) 28 (43%) 12% xmas Past papers personalised 72 (97%) 62 (95%) 2% 12 Revision workshop materials advice 25 (34%) 20 (31%) 3% In total over the semester, the difference between the number of Nudged students accessing linked resources compared to students in the Control group approached significance, X2 (1) = 3.12, p=0.07
  • 11. Our most successful nudges (12% increase in hits) 11 Hey Julia! Phew! Your class test for [module name] is over, but keep going - successful students keep up with their studies. This week's tutorial question is here: http://bit.ly/2qWXSNh Hey Julia! It’s nearly the holidays, but keep going! Successful students study consistently throughout the semester. You have not seen this week's materials for [module name]. Here they are for you to review: http://bit.ly/2Slv0Ez
  • 12. VLE activity as an indicator of engagement 12 Positive correlation between hits on the module materials and module marks (r=.45, p<0.001)
  • 13. Obviously I think when someone is failing a module a lecturer can look at our SurreyLearn and see how many topics we’ve seen and how many not. Focus Group: attitudes to data #universityofsurrey 13 But I think I went through all the slides and all the information without clicking on any of the additional videos and stuff, and it came to something like 35% out of 100, so it looked like you really hadn’t done anything, yet you’ve looked at all the important content,
  • 14. It’s quite good because it actually like reminds you to go on it, and it says like the percentage of people that have opened it. Value of the texts #universityofsurrey 14 Not really cos I was already kind of doing it anyway, but like everyone said it’s good to be reminded. And if you hadn’t done something then you’d do it pretty well straight away, it changed how I used it So personally I would quite like maybe a weekly reminder of what needs to be caught up with
  • 15. It’s quite good because it actually like reminds you to go on it, and it says like the percentage of people that have opened it. Comparison to cohort #universityofsurrey 15 it made me think oh I need to actually do more work, because everyone else on the course has opened the resources and stuff. So yeah, I did like that.
  • 16. usually I found that the ones that contain more information, especially about statistics and in terms of advice, what’s helpful, what might not be helpful, I think these are the best and the most effective ways Hidden curriculum #universityofsurrey 16 I think it was really interesting to learn like the difference between what the lecturers think is important and what you think is important
  • 17. Help from D2L Scoping out the project Measures of engagement and links to data sets Query-writing Going beyond D2L data sets Encouragement and patience Solution description document
  • 18. Lessons learned • Involve your information compliance unit • Plan student recruitment • Plan data storage • Team commitments • Communicate with stakeholders • Test out technical skills
  • 19. What next? Department of Technology Enhanced Learning » Intelligent agents » Templates for nudges » Opt in or opt out? » A/B intervention designs #universityofsurrey 19
  • 20. What next? Department of Technology Enhanced Learning » Intelligent agents » Templates for nudges » Opt in or opt out? » A/B intervention designs #universityofsurrey 20 University student attainment and progression group » VLE data into BI system » Engagement dashboard for module leaders » Statement on ethical use of student data » Protocols for interventions