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CAN 2018 presentation - 1.3 Learning analytics in the student centred university: Newman University - Keeling, Preece, Brady, Parkes

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CAN 2018 conference presentation

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CAN 2018 presentation - 1.3 Learning analytics in the student centred university: Newman University - Keeling, Preece, Brady, Parkes

  1. 1. Newman University, Genners Lane, Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 www.newman.ac.ukNewman University, Genners Lane, Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 www.newman.ac.uk Penny Keeling, Rae Preece, Helen Bardy and Sarah Parkes Learning analytics in the student-centred university: perspectives and partnerships at Newman University
  2. 2. Newman University, Genners Lane, Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 www.newman.ac.uk Pedagogy of Partnership at Newman University Why Partnership? NUS (2012) Manifesto for Partnership: …a critical response to marketisation of HE… …students are not passive recipients of HE nor customers… QAA: openness, trust and agreed shared goals. Newman – influenced by Paulo Friere: Shared sense of Hope …democratic engagement, meaningful dialogue and co-operative working… ‘An ongoing transformative and collaborative process of being and becoming’
  3. 3. Newman University, Genners Lane, Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 www.newman.ac.uk Using Student Engagement Data Commitment to well being and human flourishment (Strategic Plan, 2014, p3) Systems need to be in place to monitor student behaviour, particularly participation and performance, to identify students at risk of withdrawing, rather than only relying on entry qualifications or other student entry characteristics. Action must be taken when at-risk behaviour is observed (Thomas et al, 2017, p 10)
  4. 4. Newman University, Genners Lane, Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 www.newman.ac.uk Big data techniques to aid HEI’s in helping learners and institutions meet their goals It is the human side of higher education that comes first – finding friends, feeling confident and above all, feeling a part of your course of study and the institution – that is the necessary starting point for academic success HEA (2016) What works? Student retention and success change programme: Briefing for HE providers Learner Analytics
  5. 5. Newman University, Genners Lane, Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 www.newman.ac.uk Semi-structured focus groups Overall = very happy with proposal • Students were not concerned [following exploration] about the data collected about them • Keep transparency between staff and students • See the student holistically, not just the data at hand in one circumstance Concerns • Confidentiality about data, who has access? • Opt-in or opt-out? • Questions about matching university ethos Student Partnership Project 2016
  6. 6. Newman University, Genners Lane, Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 www.newman.ac.uk Students are real, diverse people who cannot be wholly defined or limited by their visible data nor any interpretations of it Using data is an ethical practice and aligns with our focus on formative education that seeks to develop the whole person through transformative learning Interventions should be pedagogically focused and supportive - not punitive See here: http://www.newman.ac.uk/corporate-information/5185/using-student-engagement-data-policy Principles for Using Student Engagement Data
  7. 7. Newman University, Genners Lane, Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 www.newman.ac.uk Student Partnership Projects 2017-18 •Phase One: 2017 Jan to July 17: Consultation re intervention design Sports & Exercise; English; Youth and Community Work/Criminology and Evolve programmes •Phase Two: 2017/18 Sept to Dec: Implementation of interventions January: Evaluation HEFCE Catalyst Project 2017-18
  8. 8. Newman University, Genners Lane, Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 www.newman.ac.uk Students confirmed findings from SPP 2016 - important we react when data indicates non- activity - transparency needed between students and staff - used in combination with local knowledge to provide an holistic view of the student - personal contact provided by someone with knowledge of the student or experience of their programme of study Phase One Findings
  9. 9. Newman University, Genners Lane, Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 www.newman.ac.uk • Module specific mentoring: submission rate rose 27% • Provided examples of good practice in subject- specific peer mentoring • Less early withdrawals • Less suspension and transfers out of programme • Helped identify student needs in time • Identified further training needs for mentors • Positive student experience for both mentees and mentors • Testing the technology: DataX and Study Goal Emergent findings of data-informed partnerships
  10. 10. Newman University, Genners Lane, Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 www.newman.ac.uk • Enables better relationships between student-partner and staff; • Engagement data project enabled multi-disciplinary working between staff groups; • Relationship-building extends beyond subject area; • Student partner mediates relationships between staff and other students; • Reciprocal understanding of each others circumstances and responsibilities; • Improved confidence in public speaking for students through dissemination; • Side effect of developing employability skills (CPD) Benefits of working in student – staff partnerships
  11. 11. Newman University, Genners Lane, Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 www.newman.ac.uk Key Question from the HEFCE pilot Contact us! Penny Keeling | Third year Youth & Community College keel400@newman.ac.uk Rae-Ann Preece | Third year Youth & Community College pree402@newman.ac.uk Helen Bardy | Senior Lecturer H.Bardy@newman.ac.uk Sarah Parkes | Tutor for Transition & Retention Sarah.parkes@newman.ac.uk

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