Speakers: Sarah Knight, head of change: student experience, Jisc Samantha Ahern, learning technology project officer, University College London (UCL) Gill Ferrell, consultant: learning, teaching and student experience Patrick Lynch, technology-enhanced learning adviser, University of Hull Natasa Perovic, digital education adviser, UCL Clive Young, advisory team leader, digital education, UCL Institutions increasingly promote blended approaches to learning and in parallel are gathering data across all areas of the student experience. This workshop explores the emerging relationship between data and learning design. It includes: how to ensure a sound pedagogic purpose to your blend; how to tell if your pedagogic approach is working; how and when to take action based on what your data is telling you and what the data can't tell you. Try out the ABC, learning design approach, explore curriculum redesign using tools and techniques - all available via the new Jisc guide on designing learning and assessment in a digital age.

1. Big, small or medium:
what kind of data can help us
improve learning design?
6 March 2018 | ICC, Birmingham

2. The student
digital experience
Big, small or medium?
What data can help us improve learning design?
6 March 2018 | ICC, Birmingham

3. > Appreciative inquiry approach
> Based on interviews and case studies
> Aimed at FE and HE
> Freely available tools and techniques
> ji.sc/design-learn-assess
New Jisc guide
Designing learning and assessment in a digital age

4. > Support for learning design is often ad hoc
rather than strategic
> Various types of learning analytics but
little focus on curriculum as yet
> Need to relate data to day-to-day
learning and teaching practice
Using data to improve learning design
Our Trojan horse
Image CC BY-NC-ND 2.0 emmapatsie

5. > “Learning analytics is the measurement,
collection, analysis and reporting of data about
learners and their contexts, for purposes of
understanding and optimising learning and the
environments in which it occurs”
Siemens & Gašević, 2012
> Analytics is the process of developing
actionable insights through problem definition
and the application of statistical models and
analysis against existing and/or simulated
future data CETIS, 2012
The definitions
What is learning analytics?
Image CC 0 pixabay.com

6. Visit menti.com
enter code 49 14 42
What data do you use to inform
your teaching practice?
Your use of data
Image CC BY-SA 2.0 Aspire-edu

8. > Clarity of purpose – tweet your module
> Six types of learning – what’s your mix?
> Storyboard the design
> What will you assess?
> What has changed?
> Find out more:
http://blogs.ucl.ac.uk/abc-ld/
The ABC learning design approach
As easy as ABC
Image CC BY-SA 2.0 Aspire-edu

9. Learning types cards (front)
ABC curriculum design
learning activity types on one side and examples of activities on the other
Learning types, Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.

10. Learning types cards (back)
ABC curriculum design
learning activity types on one side and examples of activities on the other
youtube.com/watch?time_continue=59&v=wnERkQBqSGM

11. ABC curriculum design
Induction
Topic1
Topic2
Topic3

12. ABC curriculum design
Your module may look like this
Once happy with your module design, turn the cards
to the other side and select learning activities

13. Selecting activities and assessment
ABC curriculum design

14. ABC curriculum design

15. > 10 week module, 15 credits
> 2 hours contact time per week
> Learning outcomes
By the end of this module, a student will be able to demonstrate:
– Awareness of good practice in study habits and time management
– Academic writing skills appropriate to the discipline
– Critical thinking skills
– Information literacy - the ability to find and critically evaluate information
using both printed and online sources
Study skills module
Example

19. > Fits existing academic practice
> Answering specific questions not
looking for patterns
Key questions
> Are the learners engaging?
> Are the learners making progress?
> Do you need to make changes to
the design?
Small (data) is beautiful
Designing in data ‘hooks’
Image CC BY-NC-ND 2.0 ian dolphin

20. >How can or should
student activity data
be used in course
evaluations?
The next step?
Summary and feedback
Image: Nick Youngson CC BY-SA 3.0 Alpha
Stock Images

21. Join us on 22 March 2018
for the full workshop!
Data-informed blended learning design
jisc.ac.uk/events

22. Except where otherwise noted, this work is licensed under CC-BY-NC-ND.
Gill Ferrell
gill@aspire-edu.org
We have been…
Sam Ahern
s.ahern@ucl.ac.uk
Patrick Lynch
p.lynch@hull.ac.uk
Nataša Perović
n.perovic@ucl.ac.uk
Clive Young
c.p.l.young@ucl.ac.uk

23. Thank you!
Any questions?