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

Prof Kevin Ashford-Rowe, DVC Digital Learning and Dr Caroline Rueckert Director Student Success share how QUT - an innovative, tech-capable university - saw the need to evolve and build internal consensus for the digital student experience in recent years, and shares what that looks like in 2020-2021 in response to new velocity, urgency, and inclusive student care.

In this session Prof Ashford-Rowe and Dr Rueckert invite discussion around the need and velocity for change, through the lens of thoughtful direction, a students-first approach, and due diligence.

- The 3rd campus, and insight into QUT's cohort
- Digital at heart vs digital in part
- Equitable student support, Studiosity
- Building consensus and support for investment in the "third campus", from leadership to all key technology, academic, and student services stakeholders.

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

  1. 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. 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. 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. 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. 5. Why now? Place in time Agricultural Age Industrial Age Digital Age Cusps – functional literacy, means of communication, means of production
  6. 6. WHERE Digital Campus now…
  7. 7. WHAT Driving digital transformation Vision Digital Campus Master Plan Digital Campus Program DX in Digital Education @ QUT
  8. 8. WHERE Digital Sector Alumni Vendors Public Industry
  9. 9. WHY From digital in part To digital at heart
  10. 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
  11. 11. Student-first approach
  12. 12. From reactive to proactive • Data driven • Aligned to student life cycle • Whole of course design • Needs driven
  13. 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. 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. 15. Ecology of Support • Relevant, available, useful • From first come, first serve to needs driven • Scalable and sustainable
  16. 16. Watch the gap…
  17. 17. Studiosity Pilot
  18. 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. 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. 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. 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. 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
  23. 23. What resonated with you?
  24. 24. Contact kevin.ashford-rowe@qut.edu.au caroline.rueckert@qut.edu.au

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