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Professor Kevin Ashford-Rowe
Pro-Vice Chancellor, Digital Learning
Dr. Caroline Rueckert,
Director, Student Success
the university for the real world
Digital Campus: A program to
empower & enable digital
education at QUT
Real World Learning 2020 Vision
digital in part
QUT's real world learning experience will reflect the physical and digital nature of the
world in which we live and work.
Real World Learning Vision 2025 Vision
digital at its heart
QUT is committed to a ‘real world’ academic teaching and student learning experience
and digital learning is integral to all aspects of that student experience.
The Digital University
for the Real World will:
Fully embrace a
digital learning
and teaching
paradigm
Deliver a digitally
enhanced and high
quality learning and
teaching experience
Have a framework i.e.
the policies, products,
services, processes,
systems and tools that
will drive excellence in
digital learning
Why now? Place in time
My first discipline: Economic and Social History
17/18th Century
Agricultural revolution
18/19th Century
From industrial revolution into
industrial economy
20/21st Century
Information and knowledge revolution
 Digital Economy
Why now? Place in time
Agricultural
Age
Industrial
Age
Digital
Age
Cusps – functional literacy, means of
communication, means of
production
WHERE
Digital
Campus
now…
WHAT
Driving digital transformation
Vision
Digital
Campus
Master Plan
Digital
Campus
Program
DX in Digital
Education @
QUT
WHERE
Digital
Sector
Alumni
Vendors
Public
Industry
WHY
From
digital in
part
To digital at heart
Why now: Our students expect…
• that their learning and teaching experience that is facilitated by world class education and mediated by
contemporary HE educational technology platforms
• to engage with their University and their teachers…engagement is a major determinant of student success
and we need to use technology to scale it
• to be provided with access to support tools and services at the point of identified need
• an increasingly unbundled and re-aggregated multi credentialed learning menu
Student-first approach
From reactive to proactive
• Data driven
• Aligned to student life cycle
• Whole of course design
• Needs driven
Partnership & co-design
with students
• Students as partners in course design
• Students helping students
• Design for connection and belonging
• Student voice and critical storytelling
Cohesive & elegant
solutions
• Design for the educational interface (self-efficacy,
belonging and wellbeing)
• Multi-disciplinary approaches (work/learn)
• Working in partnership with Faculties and
Divisions
Ecology of Support
• Relevant, available, useful
• From first come, first serve to needs driven
• Scalable and sustainable
Watch the gap…
Studiosity Pilot
Pilot 1 ( Sem 2, 2019) Pilot 2 (sem 1, 2020)
Selection guidelines Indicated by ADLT and/or suggested by
faculty-based support teams
(progression challenges, higher-risk
cohorts and/or a core first year unit).
EOI by unit coordinators of units with
progression challenges, higher-risk
cohorts and/or a core first year unit.
Number of units 36 21
Number of faculties 3 5
Number of students with access 3850 4620
Engagement 7.2% 8%
Units
Cohorts
First in Family %
No 63
Unsure 3
Yes 34
NESB %
No 61
Yes 39
Study load %
Full time 89
Part time 11
Age Group %
18-24 59
25-35 28
36-45 9
46-55 3
56 and over >1
Partnership
• Academic staff – provided with information, reminders and support regarding
Studiosity. Monthly summaries produced by Studiosity and the QUT based team
distributed to stakeholders.
• QUT support – established process for referral to QUT resources by Studiosity.
Timely communication of students requiring ongoing support. QUT aims to have
Studiosity as a cohesive part of the suite of support services.
• Studiosity – weekly quality assurance checks by QUT and prompt, appropriate
responses to issues raised. Studiosity staff are open to questions and respond
quickly.
Pilot Findings
• Students who used the service reported a positive experience with 86% and
93% of students strongly or somewhat satisfied.
• Feedback from a student survey of those with access showed 82% of
students (in each pilot) planning to use the service again.
• Access to after-hours support with 67% and 63% of usage outside business
hours.
• Support for new cohort with only 9% and accessing both Studiosity and the
equivalent QUT Student Success support.
Retention Lens
Start
Semester
End
Semester
Difference
NS42 – Bachelor of Nursing
Used Studiosity (no other SSG support) 4.07 4.75 +0.69
Didn't use Studiosity or other SS support 4.23 4.64 +0.24
BN87 – Master of Engineering Management
Used Studiosity (no other SSG support) 5.75 5.60 -0.15
Didn't use Studiosity or other SS support 5.70 5.47 -0.23
Pilot 1 Progression data
Of the 36 units in the pilot, 12 had increased progression (av.4.8%), 9 with a decrease
(av.3.8%), 7 with no change and 8 without comparable data.
NB. Not a direct causation, indicative only.
Pilot 2 GPA results from two large cohorts
What resonated with you?
Contact
kevin.ashford-rowe@qut.edu.au
caroline.rueckert@qut.edu.au

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Students First 2020: Digital Campus, A program to empower & enable digital education at QUT

  • 1. Professor Kevin Ashford-Rowe Pro-Vice Chancellor, Digital Learning Dr. Caroline Rueckert, Director, Student Success the university for the real world Digital Campus: A program to empower & enable digital education at QUT
  • 2. Real World Learning 2020 Vision digital in part QUT's real world learning experience will reflect the physical and digital nature of the world in which we live and work. Real World Learning Vision 2025 Vision digital at its heart QUT is committed to a ‘real world’ academic teaching and student learning experience and digital learning is integral to all aspects of that student experience.
  • 3. The Digital University for the Real World will: Fully embrace a digital learning and teaching paradigm Deliver a digitally enhanced and high quality learning and teaching experience Have a framework i.e. the policies, products, services, processes, systems and tools that will drive excellence in digital learning
  • 4. Why now? Place in time My first discipline: Economic and Social History 17/18th Century Agricultural revolution 18/19th Century From industrial revolution into industrial economy 20/21st Century Information and knowledge revolution  Digital Economy
  • 5. Why now? Place in time Agricultural Age Industrial Age Digital Age Cusps – functional literacy, means of communication, means of production
  • 7. WHAT Driving digital transformation Vision Digital Campus Master Plan Digital Campus Program DX in Digital Education @ QUT
  • 10. Why now: Our students expect… • that their learning and teaching experience that is facilitated by world class education and mediated by contemporary HE educational technology platforms • to engage with their University and their teachers…engagement is a major determinant of student success and we need to use technology to scale it • to be provided with access to support tools and services at the point of identified need • an increasingly unbundled and re-aggregated multi credentialed learning menu
  • 12. From reactive to proactive • Data driven • Aligned to student life cycle • Whole of course design • Needs driven
  • 13. Partnership & co-design with students • Students as partners in course design • Students helping students • Design for connection and belonging • Student voice and critical storytelling
  • 14. Cohesive & elegant solutions • Design for the educational interface (self-efficacy, belonging and wellbeing) • Multi-disciplinary approaches (work/learn) • Working in partnership with Faculties and Divisions
  • 15. Ecology of Support • Relevant, available, useful • From first come, first serve to needs driven • Scalable and sustainable
  • 18. Pilot 1 ( Sem 2, 2019) Pilot 2 (sem 1, 2020) Selection guidelines Indicated by ADLT and/or suggested by faculty-based support teams (progression challenges, higher-risk cohorts and/or a core first year unit). EOI by unit coordinators of units with progression challenges, higher-risk cohorts and/or a core first year unit. Number of units 36 21 Number of faculties 3 5 Number of students with access 3850 4620 Engagement 7.2% 8% Units
  • 19. Cohorts First in Family % No 63 Unsure 3 Yes 34 NESB % No 61 Yes 39 Study load % Full time 89 Part time 11 Age Group % 18-24 59 25-35 28 36-45 9 46-55 3 56 and over >1
  • 20. Partnership • Academic staff – provided with information, reminders and support regarding Studiosity. Monthly summaries produced by Studiosity and the QUT based team distributed to stakeholders. • QUT support – established process for referral to QUT resources by Studiosity. Timely communication of students requiring ongoing support. QUT aims to have Studiosity as a cohesive part of the suite of support services. • Studiosity – weekly quality assurance checks by QUT and prompt, appropriate responses to issues raised. Studiosity staff are open to questions and respond quickly.
  • 21. Pilot Findings • Students who used the service reported a positive experience with 86% and 93% of students strongly or somewhat satisfied. • Feedback from a student survey of those with access showed 82% of students (in each pilot) planning to use the service again. • Access to after-hours support with 67% and 63% of usage outside business hours. • Support for new cohort with only 9% and accessing both Studiosity and the equivalent QUT Student Success support.
  • 22. Retention Lens Start Semester End Semester Difference NS42 – Bachelor of Nursing Used Studiosity (no other SSG support) 4.07 4.75 +0.69 Didn't use Studiosity or other SS support 4.23 4.64 +0.24 BN87 – Master of Engineering Management Used Studiosity (no other SSG support) 5.75 5.60 -0.15 Didn't use Studiosity or other SS support 5.70 5.47 -0.23 Pilot 1 Progression data Of the 36 units in the pilot, 12 had increased progression (av.4.8%), 9 with a decrease (av.3.8%), 7 with no change and 8 without comparable data. NB. Not a direct causation, indicative only. Pilot 2 GPA results from two large cohorts

Editor's Notes

  1. https://www.flickr.com/photos/stemeducation/37126076120/in/photostream/
  2. https://www.flickr.com/photos/stemeducation/23530710478/in/photostream/
  3. https://www.flickr.com/photos/stemeducation/23530738518/
  4. https://www.flickr.com/photos/crypticon/33032461613/
  5. https://www.flickr.com/photos/qut-scieng/14353736430/
  6. https://www.flickr.com/photos/shebalso/119231372/in/photolist-bx6kj-bCmM73-eg9bBX-pEQG7N-9jEh7i-6KvGvA-ePYT2y-833rG8-mr9zv-7DvaAW-836AgA-6KryNv-6KrxM8-vssnsd-vsnjzE-8Kc3r5-9gaDUX-8zUphQ-8EV52T-c4Hto1-4jZj46-7sxDq7-oDjQ16-7DrmM8-o4a336-87krLS-87heFi-87kqq5-87hiqv-egWeZK-87ktNb-87hqBX-87ku5J-87hgF2-87kvAL-9gaCVv-embJiS-7D8Fo8-9MNs3a-7QCNZ8-QhNZic-4vREYG-yxjomG-7vGvLv-6aw8eJ-YvjLSN-dTXn14-2iru9an-5p6uf7-hMq51
  7. https://www.flickr.com/photos/qut-scieng/14353922497/
  8. https://www.flickr.com/photos/stemeducation/50114022011/
  9. https://www.flickr.com/photos/stemeducation/50113453163/
  10. https://www.flickr.com/photos/stemeducation/48840889502/