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2019 01 16 data matters - v6 - Using data to support the student digital experience
- 1. Data Matters conference16th 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. AGENDA 14:00 Introduction: RuthDrysdale 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. 1. In thenext 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. Not just ‘anothersurvey…’ https://www.jisc.ac.uk/digital-experience-insights animation https://digitalinsights.jisc.ac.uk
- 5. 1. Student andteaching 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. What are the‘student and staff digital experiences’?
- 7. UK student insights2018 report At a glance: summary of 2018 insights findings: ji.sc/dig-exp-insights-summary-18 37,720 students surveyed across 83 institutions
- 8. UK teaching staffinsights 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. A ‘taster’ ofthe main findings in the student and staff insights reports…
- 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. Teaching staff wantmore 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. Teaching staff ratetheir 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. Key findings/opportunities •Continued investmentin 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. Difference in perceptionin 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. • 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. Get in touch… Exceptwhere 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. AGENDA 14:00 Introduction: RuthDrysdale 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. Data matters conference,London, 16th January 2019 Marieke Guy (staff) and Alex Norris (student) The RAU Student digital experience tracker 2018
- 19. Your presenters Marieke Guy, LearningTechnologist IT Services Alex Norris, 2nd year student BSc Rural Land Management
- 20. The Royal AgriculturalUniversity Cirencester, Gloucestershire
- 21. The Royal AgriculturalUniversity • 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. • 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. • 218 ofour 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. Tracker results 59% ratethe 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. • The amountof 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. Make sure everyoneknows 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. • Data analysedand 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. Student experience • Simplicity •Practicality • Professional Software • Good IT Support
- 29. Next steps • Planto 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.
- 31. AGENDA 14:00 Introduction: RuthDrysdale 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. London South Bank University MarcGriffith Head of Digitally Enhanced Learning
- 33. Background • My rolefocuses 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. Why the studentdigital 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. 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. Analysing, interpreting andacting • 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. Key findings • Thequality 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. Biggest surprise • Giventhe 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. Key outcomes 1. Informedinvestment 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. AGENDA 14:00 Introduction: RuthDrysdale 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. 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. AGENDA 14:00 Introduction: RuthDrysdale 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
Editor's Notes
- #2 How are HE and FE students using technology? Ruth to introduce and present slides 1 - 6
- #5 As an outcome of the digital student work and the need to gather quantitative data on students digital experience at an organisational level and at a sector level, we developed the student digital experience tracker as a survey tool with a robust set of student tested questions delivered in BOS. See http://bit.ly/jiscdigidataservice This evidence supports discussions with senior managers The report containing the summary findings from 2017 surveys will be available from 20th June from web link on this slide.
- #29 As student all we want is easily navigated and simple to use technology. Pretty much a system that does what it says on the tin. The RAU does this by simplistic means of having a easily navigated and simplistic website called Gateway, this allows for students to find information themselves. The System incorporates the use of Module pages this is where course and module specific information can be found, including the PPTs for lectures, coursework briefs as well extra reading. This means that as students we don’t have to chase our tails around looking for information, and that the lectures can easily communicate with us. The University also has a policy of realising PPTs the day before this allows the students to assimilate the information before it is delivered, it also allows for easier note taking, especially for myself as I have DSA’s which allow for recordings, this coupled with the PPTs means I have exceptionally comprehensive notes. Due to the RAU’s courses being rather practical the use of professional software is essential to prepare students for the job roles they’ll be undertaking. For myself the RAU allows me to have access to Promap, mapping software, Metropix for creating floorplans and Argus a valuation software. The lecturers do teach us how to use these software's however an aspect the RAU could improve is by educating students on how to use basic word and excel skills. As during some course works it was trail and error as well as the long route to the answer. The Library also has extensive online resources and the access to them anywhere in the world is great, as I have written coursework in a multitude of random places including on the English Channel. The Ability to reserve as well as read books also means that you can quickly and efficient gather resources, the variety of course specific material as well as general knowledge is great and allows for extra reading in many spheres. Overall the centralised system the RAU uses means that the Student IT experience is great for a IT Idiot like myself, icing on the cake is the contact you can have with IT if you don’t understand or cant find any information and their long opening hours and range of communication methods means that there is always an answer.
- #34 Joined 3 years ago Limited data of staff and student digital use Existing data was anecdotal and based on individual’s perception and difficult to assess which parts of the infrastructure needed most work We need a more concrete starting point on which to prioritise development and investment decisions
- #35 I needed a reliable mechanism to hold discussions with our Executive and other stakeholders about where we were institutionally, what investment was needed and in what. For example, a common refrain was how far behind the rest of the sector we were in relation to digital learning platforms, which coming in to the role did not resonate Instead like other institutions there appeared to be areas where we were quite advanced and others where we lagged behind
- #36 To get this moving we established a small working group involving Myself Head of Library and Learning resources Vice president (academic) from the SU Scheduling is crucial and we had to find a window where it did not overlap with other institutional surveys such as our MEQ period of NSS – over xmas the library and its services are quite heavily used as students get ready for exams in the new year The SU ran an effective social media campaign to encourage engagement The community was invaluable and saved us significant time by sharing their experiences and even their promotional materials that we were able to modify for our use We kept it quite low key but were hoping to get about 1000 responses
- #37 Do not under estimate the work involved in analysing and interpreting – we were lucky in that our Business Intelligence team were on board and interested in the data the outcomes Our BI team produced a comprehensive 112 page report (including appendices), however the JISC report template does save a lot of time and highlights key focus areas Given our cohort we were particularly interested in establish any patterns from: Schools Age Gender
- #38 69% rated the overall of digital teaching and learning on their course as good or above – an interested pattern that emerged was that this rating declined as students progressed through the stages Analysis of the responses shows that a high incidence of content focused digital tools such as YouTube, Google and Lynda.com were cited. The university currently invests quite a lot of time on content creation and this data may indicate that a shift to content curation may be better use of finite resources 46% of students felt well prepared for a digital workplace. While this compares favourably with the national benchmark of 41%, preparing students for employment is a key driver for the university 63% agree we support them to use their own digital devices (Q9a)