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Data-based feedback through learning dashboards: does it support the first-year experience?

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Presentation supporting the EFYE 2018 pre-conference workshop "Data-based feedback through learning dashboards: does it support the first-year experience" - https://efye2018.nl/programme/parallel-sessions/

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Data-based feedback through learning dashboards: does it support the first-year experience?

  1. 1. Data-based feedback through learning dashboards Tinne De Laet, Rebecca Edwards Katrien Heirwegh, Jasper Witters Data-based feedback through learning dashboards: does it support the first-year experience?
  2. 2. 2 Welcome!
  3. 3. 3 1. General introduction 2. Learning dashboards during the year a. LASSI b. Student engagement dashboard 3. Learning dashboards after exam period a. REX b. LISSA Content
  4. 4. General introduction
  5. 5. Learning Analytics? “Learning analytics is about collecting traces that learners leave behind and using those traces to improve learning.” Erik Duval 5 Learning Analytics and Educational Data Mining, Erik Duval’s Weblog, 30 January 2012, https://erikduval.wordpress.com/2012/01/30/learning-analytics-and-educational-data-mining/
  6. 6. Learning Dashboard? “A dashboard is a visual display of the most important information needed to achieve one or more objectives; consolidated and arranged on a single screen so the information can be monitored at a glance.” Stephen Few 6 Learning Analytics and Educational Data Mining, Erik Duval’s Weblog, 30 January 2012, https://erikduval.wordpress.com/2012/01/30/learning-analytics-and-educational-data-mining/
  7. 7. 7 • Aim of the dashboards? • make student aware of own learning • induce self reflection • This workshop? • discuss and actively use 4 dashboards Learning dashboards
  8. 8. 8 Learning dashboards @ 2 institutions KU Leuven 1) Dashboard to reflect on learning skills (LASSI) 2) Dashboard for Results of EXams (REX) 3) Interactive score dashboard (LISSA) NTU Student engagement dashboard (SED)
  9. 9. 9 Context matters! KU Leuven – Belgium - BAMA structure - Two semester system - 16 faculties - > 55 000 students - ! Admission requirements: Flemish secondary diploma - Range of qualification types, primarily bachelor’s degrees - Three semester system - 10 academic Schools - ~30 000 students - ! Admissions requirements: dependant on specific course Nottingham Trent University (NTU) - UK
  10. 10. 10 Timing of learning dashboards Start academic year Examination period 1 2 3 1) Dashboard to reflect on learning skills (LASSI) - During the year - Student reflects alone 2) Dashboard for Results of EXams (REX) - After the exams - Student reflects alone 3) Interactive score dashboard (LISSA) - After the exams - Student reflects with student advisor KU Leuven
  11. 11. Timing of learning dashboards Start academic year Examination period Nottingham Trent University Full Name (Student ID) - Profile Photo Full Name (Student ID) - Assessments 1 1) Profile section of Dashboard to help build initial staff-tutor relationship - Student details - Tutor details 2 2) Engagement, Assessment and Notes sections of Dashboard - Reflect on behaviour, assessment feedback and staff-student interactions Dashboard available 24/7, on and off campus, for staff and student use. Students see own Dashboard, staff are mapped to relevant students’ Dashboards.
  12. 12. 12 1. General introduction 2. Learning dashboards during the year a. LASSI b. Student engagement dashboard 3. Learning dashboards after exam period a. REX b. LISSA Content
  13. 13. Learning dashboards during the year @KU Leuven @NTU
  14. 14. 14 LASSI @KU Leuven Start academic year Examination period 1 2 3 1) Dashboard to reflect on learning skills (LASSI) - During the year - Student reflects alone 2) Dashboard for Results of EXams (REX) - After the exams - Student reflects alone 3) Interactive score dashboard (LISSA) - After the exams - Student reflects with student advisor KU Leuven
  15. 15. LASSI – goal let students reflect on their learning skills • concentration • motivation • performance anxiety • testing strategies • time management 15
  16. 16. LASSI – how • in the first week of the semester students fill out a validated questionnaire (LASSI) • questionnaire answers generate score for five scales • students get e-mail with link to personal dashboard 16
  17. 17. 17 3. How does this relate to others? 2. How am I doing? 1. What is this about? @yourScore@
  18. 18. 4. Why is this relevant? 5. What can I do about it? 18
  19. 19. 19 5. What can I do about it?
  20. 20. 20 SED @ NTU Start academic year Examination period Nottingham Trent University Full Name (Student ID) - Profile Photo Full Name (Student ID) - Assessments 1 1) Profile section of Dashboard to help build initial staff-tutor relationship - Student details - Tutor details 2 2) Engagement, Assessment and Notes sections of Dashboard - Reflect on behaviour, grades, feedback and staff-student interactions Dashboard available 24/7, on and off campus, for staff and student use. Students see own Dashboard, staff are mapped to relevant students’ Dashboards.
  21. 21. 21 • The dashboard contains two types of data: static data from student records, and active engagement data • Engagement with university calculated using six different data sources: • Activity on the Virtual Learning Environment (VLE) • Online coursework submissions • Card swipes into buildings • Attendance at monitored events • Library loans • E-resource usage • Engagement is reported to students as one of 5 different engagement ratings: High, Good, Partial, Low, Very Low Student Engagement Dashboard Alert sent to tutor if student has 14 days of no interaction with these
  22. 22. 22 Engagement
  23. 23. 23 Full Name (Student ID) - Profile Photo Other tables on page: Entry Qualifications, Course Change Profile
  24. 24. 24 Notes and Actions
  25. 25. 25 Resources
  26. 26. 26 Assessments Full Name (Student ID) - Assessments
  27. 27. 27 Attendance
  28. 28. Your assignment! – 20 minutes Prepare one statement (ONE sentence) that reflects a finding/question/advice of your group. Explore the dashboard: learningdashboards.eu Guiding questions. • Would this work at your institution? • Do you think this is useful for students? • What is the ideal timing for this dashboard? • What are (dis)advantages of positioning with peers? • Is the relation with study success important? • How do you support students with this dashboard? 28 Wifi: Instituto Cervantes password: Cerutr15
  29. 29. 29 1. General introduction 2. Learning dashboards during the year a. LASSI b. Student engagement dashboard 3. Learning dashboards after exam period a. REX b. LISSA Content
  30. 30. Learning dashboards after the exams @KU Leuven
  31. 31. 31 REX @KU Leuven Start academic year Examination period 1 2 3 1) Dashboard to reflect on learning skills (LASSI) - During the year - Student reflects alone 2) Dashboard for Results of EXams (REX) - After the exams - Student reflects alone 3) Interactive score dashboard (LISSA) - After the exams - Student reflects with student advisor KU Leuven
  32. 32. REX – goal • A voluntary tool for students • Reflect on their performance • Subjectively => satisfaction rate • & Objectively => through a comparative format • Tips, referral, and regulations support the (self) reflection 32
  33. 33. 33
  34. 34. 34
  35. 35. 35
  36. 36. 36
  37. 37. 37 LISSA @KU Leuven Start academic year Examination period 1 2 3 1) Dashboard to reflect on learning skills (LASSI) - During the year - Student reflects alone 2) Dashboard for Results of EXams (REX) - After the exams - Student reflects alone 3) Interactive score dashboard (LISSA) - After the exams - Student reflects with student advisor KU Leuven
  38. 38. 38 LISSA - june
  39. 39. 39 LISSA: interactive score dashboard
  40. 40. Guidelines for using comparative learning dashboards in a counselling session Relationally : acknowledge the student as a person first, let the student be the owner of the counselling session and look for options together 40 I see you as a person The learning dashboard can help you get more insight in your situation Ok
  41. 41. Guidelines for using comparative learning dashboards in a counselling session 41 The dashboard triggers conversation and brings depth and nuance to the counselling session The dashboards shows that in comparison with other students your score of Biophysics is low, any idea why this is the case? Yes, I’am really struggling to apply the theory … What is my reality and what are my (best) options?
  42. 42. LISSA – Benefits FOR STUDY ADVISORS • Creates overview • Can visualize patterns • Triggers/supports interaction • Offers different tools after each exam period • Gut feeling is replaced by objective data FOR STUDENTS • Helps to get an overview • Gives an added value to the advising session • Is clear and correct • Helps to get insight 42
  43. 43. Your assignment (bis)! – 20 minutes Prepare one statement (ONE sentence) that reflects a finding/question/advice of your group. Explore the dashboard: learningdashboards.eu Guiding questions. • Would this work at your institution? • Do you think this is useful for students? • What is the ideal timing for this dashboard? • What are (dis)advantages of positioning with peers? • Is the relation with study success important? • How do you support students with this dashboard? 43 Wifi: Instituto Cervantes password: Cerutr15
  44. 44. 44 Thank you for your participation!!

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