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2019 01 16 data matters - v6 - Using data to support the student digital experience

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Presentation to Data Matters conference on the 16th Jan 2019, entitled 'Using data to support the student digital experience'. Also included presentations by Marc Griffiths of LSBU and Marieke Guy at RAU

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2019 01 16 data matters - v6 - Using data to support the student digital experience

  1. 1. Data Matters conference 16th Jan 2019 Using data to support the student digital experience Ruth Drysdale and Mark Langer-Crame (Jisc), Marieke Guy and Alex Norris (RAU) Marc Griffith (LSBU)
  2. 2. AGENDA 14:00 Introduction: Ruth Drysdale and Mark Langer-Crame (Jisc) 14:10 Case study 1 Marieke Guy (LearningTechnologist) and Alex Norris (Student) Royal Agricultural University 14:25 Case study 2 Marc Griffith (Head of Digitally Enhanced Learning) London South Bank University 14:40 Groups of 6-8 What data sources do you use? 14:55 Plenary and close
  3. 3. 1. In the next 20 years, 90% of jobs need digital skills 2. Significant investment in technology 3. Expectations from students that universities will offer an authentic and relevant learning environment 4. To maintain a competitive advantage Why do we need to know how students are using technology?
  4. 4. Not just ‘another survey…’ https://www.jisc.ac.uk/digital-experience-insights animation https://digitalinsights.jisc.ac.uk
  5. 5. 1. Student and teaching staff surveys with: - Closed questions that can be benchmarked - Open questions for local analysis - Can add institutional questions 2. A student and staff engagement process, governed by our guidance 3. A community of practice around the insights process and findings (including student representatives) 4.Compare student feedback with teaching staff views and organisational factors What is digital experience insights?
  6. 6. What are the ‘student and staff digital experiences’?
  7. 7. UK student insights 2018 report At a glance: summary of 2018 insights findings: ji.sc/dig-exp-insights-summary-18 37,720 students surveyed across 83 institutions
  8. 8. UK teaching staff insights 2018 pilot report Digital experience insights survey 2018: findings from the pilot of teaching staff in UK further and higher education 1,921 teachers surveyed across 15 institutions
  9. 9. A ‘taster’ of the main findings in the student and staff insights reports…
  10. 10. 3% 25% 46% 20% 4% 1% 1%3% 39% 45% 10% 2% 0% 0% Best imaginable Excellent Good Average Poor Awful Worst imaginable FE students HE students 1% 9% 35% 32% 18% 5% 1%0% 11% 41% 33% 13% 2% 1% Best imaginable Excellent Good Average Poor Awful Worst imaginable College University Overall teaching staff are less satisfied than students… … when it comes to teaching spaces, software, and the digital environment overall Students Teaching Staff
  11. 11. Teaching staff want more digital technology within teaching 65.1% 31.4% 3.5% 61.1% 33.5% 5.4% More than they are now Same as they are now Less than they are now College University 32% 63% 5% 37% 60% 4% More than they are now Same as they are now Less than they are now FE students HE students Students Teaching staff
  12. 12. Teaching staff rate their digital CPD most commonly as average to good – room for improvement? 2% 11% 32% 34% 16% 4% 1%1% 8% 29% 37% 21% 4% 1% Best imaginable Excellent Good Average Poor Awful Worst imaginable How would you rate the support you receive from your organisation to develop the digital aspects of your role? College University
  13. 13. Key findings/opportunities •Continued investment in digital technology CPD for teachers •Provide time, recognition and rewards for teachers who want to use more digital technology There are issues that relate to the digital environment, eg: • the effective use of VLEs • Well designed teaching rooms • access to up-to-date and industry standard software
  14. 14. Difference in perception in relation to student online safety within HE between students and teaching staff 53% 39% 8% 41% 50% 8% Agree Neutral Disagree My institution helps me stay safe online FE students HE students 67% 29% 4% 16% 39% 45% Agree Neutral Disagree I am informed about my responsibilities with regard to ensuring students behave safely online College University Students Teaching staff
  15. 15. • See https://digitalinsights.jisc.ac.uk • 2019 insight surveys for teaching staff and students • Case studies https://digitalinsights.jisc.ac.uk/case-study- listing/ • Full guidance on carrying out surveys and analysis https://digitalinsights.jisc.ac.uk/our- service/advice-and-guidance/ • Join the insights community of practice: jiscmail.ac.uk/jisc-digitalinsights-cop Guidance and support
  16. 16. Get in touch… Except where otherwise noted, this work is licensed under CC-BY Ruth Drysdale Ruth.Drysdale@jisc.ac.uk and Mark Langer-Crame Mark.Langer-Crame@jisc.ac.uk https://digitalinsights.jisc.ac.uk #digitalstudent
  17. 17. AGENDA 14:00 Introduction: Ruth Drysdale and Mark Langer-Crame (Jisc) 14:10 Case study 1 Marieke Guy (LearningTechnologist) and Alex Norris (Student) Royal Agricultural University 14:25 Case study 2 Marc Griffith (Head of Digitally Enhanced Learning) London South Bank University 14:40 Groups of 6-8 What data sources do you use? 14:55 Plenary and close
  18. 18. Data matters conference, London, 16th January 2019 Marieke Guy (staff) and Alex Norris (student) The RAU Student digital experience tracker 2018
  19. 19. Your presenters Marieke Guy, Learning Technologist IT Services Alex Norris, 2nd year student BSc Rural Land Management
  20. 20. The Royal Agricultural University Cirencester, Gloucestershire
  21. 21. The Royal Agricultural University • At the forefront of agricultural education for more than 170 years • Around 1,200 students – undergraduate, postgraduate, international • Courses cover agriculture, animal science, business, environment, equine science, farm management, food, real estate and rural land management • New blended learning courses being developed • Have digital aspirations - https://digitalrau.wordpress.com/
  22. 22. • January 2018 - tracker working group established (staff & students) • IT survey had been run in past • April 2018 - Tracker run for the first time • All students in all year groups asked • Students sent the link by email, also advertised on Facebook, Twitter and through internal news mechanisms • Poster campaign across campus • Students entered into prize draw to win £50 Amazon voucher • Weekly update emails sent to students and to staff indicating response rate by programme Running the ‘tracker’
  23. 23. • 218 of our students responded to the tracker (18% response rate) • Gender split (Q2) • Male (44%) • Female (56%) • Stages of study (Q3) • 1st year (56%) • Middle year (15%) • Final year (18%) • Masters/postgrad (10%) • 20% self-identify as needing to use assistive technologies (Q6) Student sample
  24. 24. Tracker results 59% rate the quality of digital teaching and learning on their course as good or above (Q18) 34% agree their course prepares them for the digital workplace (Q17d) 50% agree software used on their course is industry standard and up-to-date (Q16c) • 74% rate the quality of our digital provision (software, hardware, learning environment) as good or above (Q13) • 69% agree we support them to use their own digital devices (Q9a) • 79% can access reliable WIFI whenever they need it (Q7) 74% 69% 79% 59% 34% 50% Quality of digital provision Own device support Reliable WIFI Quality of digital teaching… Preparation for digital workplace Up-to-date software
  25. 25. • The amount of technology available at RAU is fine – students want us to make it more user-friendly and get better at training staff and students in how to use it • Wifi is very important to students but they actually think our coverage is OK • Students like consistency – on Gateway (VLE), in lessons, in tools • Students want us to prioritise online, free, up-to-date resources • Students don’t feel they are getting the right amount of digital training in tools they need for their course or in the skills they need for the work place • Students like computer rooms, printers and charging points • Students want more multimedia - videos (of lectures) and images • Students appreciate IT support and would like more help with technical issues Key findings
  26. 26. Make sure everyone knows what software is available to support them and how to use it to its full potential. Ensure that the dyslexia disability support department is more switched on about the technology available and ensure students who do not know what is available for them can be supported to find technology based solutions to their problems. To improve your experience of digital teaching and learning ... what one thing should we DO? Lecturers should improve the quality of the resources put on Gateway, as although some are good, often they are very out of date and re-used. Step by step guides and more coverage at the beginning of the year as it was rushed and I found myself learning to use as I went along. Lecturers should assume that part time post graduate students may not be able to attend lectures. Therefore lecture content must be comprehensive allowing students like myself to choose whether or not to drive 3 hours to attend lectures.
  27. 27. • Data analysed and shared with working group, management and academics • Action plan created & shared with relevant people • 31 page PDF shared with students (as document and as ‘you said, we did/we will/an explanation’ posters) • Covered digital literacy, accessibility, digital spaces, Gateway, IT support, learning and teaching, library and mobile • Blog post on SU website and Digital transformation blog Sharing the results
  28. 28. Student experience • Simplicity • Practicality • Professional Software • Good IT Support
  29. 29. Next steps • Plan to run the tracker again • Want to add in additional questions on digital skills, RAU Resource lists and app • Improved internal communications – will integrate with app • New GDPR requirements – need to rethink prize situation • Possible eChamps work • Understanding expectations and experiences of digital should become a more integrated part of student voice cycle
  30. 30. Twitter: @mariekeguy marieke.guy@rau.ac.uk
  31. 31. AGENDA 14:00 Introduction: Ruth Drysdale and Mark Langer-Crame (Jisc) 14:10 Case study 1 Marieke Guy (LearningTechnologist) and Alex Norris (Student) Royal Agricultural University 14:25 Case study 2 Marc Griffith (Head of Digitally Enhanced Learning) London South Bank University 14:40 Groups of 6-8 What data sources do you use? 14:55 Plenary and close
  32. 32. London South Bank University Marc Griffith Head of Digitally Enhanced Learning
  33. 33. Background • My role focuses on developing the university’s learning and teaching environments – encompassing both physical and digital • Limited initial data for developing a comprehensive digital strategy • The student digital experience tracker pilot (student digital experience insights) provided a tool for gathering the data required
  34. 34. Why the student digital experience insights? The student digital experience insights pilot promised three key outcomes: 1. Establish the current digital experiences of students 2. Identify key areas for development and investment 3. Benchmark against the sector
  35. 35. What we did • Established working group • Scheduled its delivery (over the Christmas period) • Advertised, made it available and offered a gift via draw • Launched it via the VLE, intranet, direct email and posters in the Library and Learning Resource Centre • Engaged academic staff to encourage students to complete it
  36. 36. Analysing, interpreting and acting • Do not underestimate the work involved to fully understand the data and report findings • Be selective in what you present to different audiences • Drilling down and mapping data to other sources has proven difficult • Decide what you want to do based on findings in advance – e.g. where to report findings and closing the loop
  37. 37. Key findings • The quality of digital teaching and learning compared favourably with other UK HE institutions (69% rated good or above) • Variability in the use of the digital on courses is seen between schools which requires further investigation • Students are using a wide range of digital tools and devices to support their learning (i.e. not only what the institution provides) – youTube, Google, Lynda • More needs to be done to address student views about how well courses are preparing them for the digital workplace (46% well prepared) • Across the sector more needs to be done to provide support for student owned devices if they are increasingly expected to use them for learning
  38. 38. Biggest surprise • Given the general perception of the proliferation of smartphones it is quite revealing that a quarter of students report not using a personally owned phone for learning • 76% at LSBU versus 80% national benchmark data
  39. 39. Key outcomes 1. Informed investment in lecture capture for the institution (in pilot) 2. Focused discussion / development around our digital ecosystem to incorporate more industry standard tools (oneNote and teams) 3. Informed the development of a new institutional U/I for the VLE and a new module template 4. Incorporated into the development of an institution wide digital strategy that looks holistically at out digital environment
  40. 40. AGENDA 14:00 Introduction: Ruth Drysdale and Mark Langer-Crame (Jisc) 14:10 Case study 1 Marieke Guy (LearningTechnologist) and Alex Norris (Student) Royal Agricultural University 14:25 Case study 2 Marc Griffith (Head of Digitally Enhanced Learning) London South Bank University 14:40 Groups of 6-8 What data sources do you use? 14:55 Plenary and close
  41. 41. In small groups, nominate a spokes person to feedback in the plenary, then discuss; What data sources do you use to evaluate the use of digital technologies with students and teaching staff?
  42. 42. AGENDA 14:00 Introduction: Ruth Drysdale and Mark Langer-Crame (Jisc) 14:10 Case study 1 Marieke Guy (LearningTechnologist) and Alex Norris (Student) Royal Agricultural University 14:25 Case study 2 Marc Griffith (Head of Digitally Enhanced Learning) London South Bank University 14:40 Groups of 6-8 What data sources do you use? 14:55 Plenary and close

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