This is a presentation that I gave to education students at Ningbo Polytechnic. The pedagogical perspective relates to the three core Moodle functional areas - delivering content, collaboration & communication, and delivering assessments.
This session will be jointly delivered by King’s College London and Pearson, and will reflect on our experience of working together in partnership to deliver online education at scale. Participants will be encouraged to debate the advantages and disadvantages of working with a commercial provider, guided by our own experiences of the challenges we have faced. Participants will gain an insight into what online student support can look like, and will have an opportunity to discuss the applicability and feasibility of providing such personalised, proactive support to on-campus students. We will also discuss other areas of transformation, such as the challenge of changing academic perceptions of online learning and commercial partnerships, and the transformation of our business processes to meet the needs of a different model of delivering education.
This document discusses two models of two-year degree programs: one at the University of Buckingham and one at the University of Northampton.
The University of Buckingham model involves four terms per year with 9 weeks of teaching per term and exams held in vacation periods. Students take 180 credits per year. The University of Northampton model involves a mix of on-campus and distance learning, with credits split over years 1 and 2.
The discussion covers benefits and challenges of the two-year model for students, administrative staff, academic staff, and institutions. While a faster pace may benefit some students and employers, it also brings pressures around research time, staff workload, and institutional processes. Adopting the two-
HEFCE funds and regulates universities in England. It allocates funding based on factors like teaching, research, and knowledge exchange. For 2015-2016, research funding surpassed teaching funding for the first time. Research funding was allocated based on REF 2014 results, with increases to high performing institutions. Teaching funding was reduced due to the transition to higher tuition fees. HEFCE is also focused on postgraduate education, with priorities like the Postgraduate Support Scheme, and reviewing finance for postgraduate studies. International student numbers, particularly for taught masters programs, have been increasing in recent years. HEFCE is also leading a review of quality assessment in higher education.
This document discusses course evaluation at a university with over 24,000 students across 19 schools and 9 research institutes. It summarizes the current state of course evaluation, including piloting a new online system, and establishes a working group to review course evaluation practices. The working group identified multiple purposes of course evaluation, from summative reporting to facilitating continuous improvement. They reviewed hundreds of existing evaluation questions and developed a standardized set of 5 core questions, with optional supplementary question sets. The working group aims to provide clearer guidance on the purpose and use of course evaluation to improve both teaching and course design across the university.
The document discusses a restructuring of the administration structures at the University of Wolverhampton from 8 schools to 4 faculties. Key points:
- The previous structures had grown inconsistently and led to duplication, lack of clarity and tensions. A review aimed to streamline processes and increase consistency.
- Principles of the restructure included achieving consistent structures, improving services, introducing process changes, and creating a unified university approach.
- After consultation, new faculty-based structures and 30 job descriptions were developed. Staff were matched to roles through a slotting process, with some roles advertised competitively.
- The restructure aimed to provide career opportunities through the new consistent structures across the university's facult
This is a presentation that I gave to education students at Ningbo Polytechnic. The pedagogical perspective relates to the three core Moodle functional areas - delivering content, collaboration & communication, and delivering assessments.
This session will be jointly delivered by King’s College London and Pearson, and will reflect on our experience of working together in partnership to deliver online education at scale. Participants will be encouraged to debate the advantages and disadvantages of working with a commercial provider, guided by our own experiences of the challenges we have faced. Participants will gain an insight into what online student support can look like, and will have an opportunity to discuss the applicability and feasibility of providing such personalised, proactive support to on-campus students. We will also discuss other areas of transformation, such as the challenge of changing academic perceptions of online learning and commercial partnerships, and the transformation of our business processes to meet the needs of a different model of delivering education.
This document discusses two models of two-year degree programs: one at the University of Buckingham and one at the University of Northampton.
The University of Buckingham model involves four terms per year with 9 weeks of teaching per term and exams held in vacation periods. Students take 180 credits per year. The University of Northampton model involves a mix of on-campus and distance learning, with credits split over years 1 and 2.
The discussion covers benefits and challenges of the two-year model for students, administrative staff, academic staff, and institutions. While a faster pace may benefit some students and employers, it also brings pressures around research time, staff workload, and institutional processes. Adopting the two-
HEFCE funds and regulates universities in England. It allocates funding based on factors like teaching, research, and knowledge exchange. For 2015-2016, research funding surpassed teaching funding for the first time. Research funding was allocated based on REF 2014 results, with increases to high performing institutions. Teaching funding was reduced due to the transition to higher tuition fees. HEFCE is also focused on postgraduate education, with priorities like the Postgraduate Support Scheme, and reviewing finance for postgraduate studies. International student numbers, particularly for taught masters programs, have been increasing in recent years. HEFCE is also leading a review of quality assessment in higher education.
This document discusses course evaluation at a university with over 24,000 students across 19 schools and 9 research institutes. It summarizes the current state of course evaluation, including piloting a new online system, and establishes a working group to review course evaluation practices. The working group identified multiple purposes of course evaluation, from summative reporting to facilitating continuous improvement. They reviewed hundreds of existing evaluation questions and developed a standardized set of 5 core questions, with optional supplementary question sets. The working group aims to provide clearer guidance on the purpose and use of course evaluation to improve both teaching and course design across the university.
The document discusses a restructuring of the administration structures at the University of Wolverhampton from 8 schools to 4 faculties. Key points:
- The previous structures had grown inconsistently and led to duplication, lack of clarity and tensions. A review aimed to streamline processes and increase consistency.
- Principles of the restructure included achieving consistent structures, improving services, introducing process changes, and creating a unified university approach.
- After consultation, new faculty-based structures and 30 job descriptions were developed. Staff were matched to roles through a slotting process, with some roles advertised competitively.
- The restructure aimed to provide career opportunities through the new consistent structures across the university's facult
The Lean pilot at the University of Oxford focused on streamlining processes around acquiring and delivering scholarships. Through workshops and process mapping, inefficiencies were identified and quick wins implemented, such as altering invoicing and automating payment approvals. Longer-term, the pilot precipitated a team merger and redistribution of work. While Lean proved effective for targeted processes, broader change remains challenging due to Oxford's complex organizational structure.
This document summarizes the priorities and challenges for institutional change in a student retention and success program at the University of Salford (UoS) in the UK. It outlines key student demographics and performance indicators showing above-average non-continuation rates. It then discusses the case for change including findings from the "What Works?" program that identified priorities like belonging, engagement, and relationships. Challenges in implementing institutional change are described along with the response and impact seen, such as disciplinary effects across UoS and cultural changes in student experience. Evaluation methods and learning points are also briefly touched on.
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
The University of Bath integrated their online unit evaluation tool with their student records system and virtual learning environment to improve the course evaluation experience. This addressed issues like a lack of standardization, duplication, and poor feedback loops. The changes increased core evaluation questions, included individual staff evaluations, improved closing the feedback loop, and increased response rates by 10-12%. Further developments included a mobile-friendly version. The goal was to better inform academic development and promotions while enhancing the student experience.
Technology transforming learning and orgnizational cultureVasi Doncheva
Presentation at Future Learning Environments Conference 2014 on How technology is transforming learning and improving individual and organizational performance at NorthTec
Sue Holmes, Director of Estates and Facilities Management at Oxford Brookes University, delivered an engaging keynote on Estate quality and how it is is linked to student choice and expectations. This session explored the issues and challenges of defining and delivering a transformational estate. How do we ensure that spaces provide a forty year building life, meet immediate needs, but are flexible enough in many cases, to meet future and as yet undefined need? Transformational spaces require transformational concepts and ideas that many colleagues will then need to articulate and deliver.
Whether providing new space or refurbishing existing spaces, for teaching, research, or residential needs, estates projects always have a significant impact on users, our campus community and inevitably our local area. With challenging legislative compliance and a need to ensure we manage future operational costs, transforming our estate reaches far and deep.
This document discusses MOOCs and learning analytics. It provides an overview of MOOCs, describing their massive, open, online nature. It also discusses the hype cycle of MOOCs and how we are currently in the deployment period. The document then covers learning analytics, how it can be used by educators, learners and organizations to monitor learning, identify patterns, and improve teaching. It notes some challenges in developing learning analytics and the importance of infrastructure to support it. Finally, it discusses some ethical issues that may arise from learning analytics.
Using a digital knowledge repository to personalise learning in medical educa...Poh-Sun Goh
TLHE 2014 final draft submission for peer review and consideration for paper presentation. Conference website -http://www.cdtl.nus.edu.sg/tlhe/
(accepted as paper for 30 minute oral presentation after peer review, on Aug 5, 2014)
Effective Creation, Mediation and Use of Knowledge in and about Education.EduSkills OECD
This presentation was given by Philippa Cordingley from the Centre for the Use of Research and Evidence in Education (CUREE) at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.a: Knowledge-intensive Governance, Innovation and Change.
Top Ten Aspects (and Lessons Learned) of a Successful Online Faculty Training...JLewisGeology
This presentation will be presented at the 2012 SLOAN-C International Conference on Online Learning and will share data, lessons, learned, and strategies for success for an online instructor training course offered at Madison College. See the full presentation details and description here: http://sloanconsortium.org/conference/2012/aln/top-ten-aspects-and-lessons-learned-successful-online-faculty-training-program
The document summarizes a national workshop on student-centered approaches for science education. It defines student-centered learning as relying on active rather than passive learning, emphasizing deep understanding, increasing student responsibility and autonomy, and fostering interdependence between teachers and learners. The document explains that student-centered approaches motivate students and help develop skills like communication and collaboration, supporting lifelong learning and individual needs. It then provides examples of techniques to make lessons more student-centered, such as using flashcards, jigsaws, and games, and discusses addressing common criticisms like needing more time and materials.
Navigating Strategic Change discusses developing and implementing strategy at the institutional and local levels. It provides tools for strategic thinking, planning, decision making, communication, and overcoming challenges. Effective strategic change requires thinking broadly about possible futures, gathering evidence, prioritizing goals, translating plans into action, and facilitating discussions. Local implementation involves aligning school or department strategies with the institution through responsive planning that engages stakeholders and champions opportunities.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
HBCUs and Online Education: The Center for Excellence in Distance Learning at...Lumen Learning
Are you struggling, like many HBCUs, to develop effective and affordable online education programs? The Center for Excellence in Distance Learning at Wiley College offers a new forum for collaboration, sharing and innovation between HBCUs designed to build capacity in distance learning.
This presentation features Dr. Kim Long of Wiley College sharing their progress building online programs and strengthening students’ success using open educational resources (OER). Dean Hyacinth Burton of Oakwood College and Dr. William Hopper of Florida Memorial University share their experiences working through the Center as a collaborative, affordable and productive path for achieving their institutions’ respective goals for online education. Kim Thanos discusses the innovative partnership between the Center for Excellence and Lumen Learning to provide faculty training, professional development, collaboration and ongoing support for the development of high quality courses using OER.
This document discusses integrating teaching across subject areas using literature. It defines integrated teaching as planning curriculum and instruction so subjects are related to each other in a way that matches student development and connects their learning experiences. Integrated teaching can occur across subjects or within a literature lesson. The document provides examples of how to achieve integration, such as using a story as a springboard for lessons in other subjects or presenting different perspectives on a topic within one literature lesson. It recommends choosing a context students can relate to and presenting material repeatedly to improve comprehension and retention. The document concludes by outlining five steps to create an integrated lesson using an explicit instruction framework: choose integration type, content area, topic, objectives, and write the lesson plan.
Measuring the impact of information literacy instruction: A starting point fo...Lorna Dodd
This document summarizes the results of a survey conducted by Lorna Dodd at University College Dublin (UCD) Library to measure the impact of information literacy instruction. The survey found that 43% of module coordinators had received library instruction for their students, most commonly in the form of lectures or workshops. An overwhelming majority of respondents felt that all students should receive library instruction. Students preferred subject-specific workshops and online videos or tutorials. Qualitative feedback indicated that instruction has benefits but needs to be tailored to subject needs and delivered through a variety of methods. The survey results provide implications for the future of information literacy instruction, including a need for active learning approaches and stronger evidence of the impact of instruction on student skills and resource discovery.
Learn more about differing models of two year degrees
•
Discuss and debate some of the wider issues around the model
•
Think about the implications of the structure on your own job
•
Consider which of the professional behaviours you think are most needed in the structure
Dreaming of Electric Sheep: CSU's vision for analytics-driven adaptive learni...siwelsh
This document outlines Charles Sturt University's vision for analytics-driven adaptive learning and teaching. It discusses CSU's establishment of a learning analytics strategy and team in 2013. The vision goes beyond typical institutional approaches by focusing on adaptation during learning through analysis of knowledge representations and students' digital footprints. It also recognizes learning analytics as a learning design challenge. To support this vision, CSU developed the Adaptive Learning and Teaching Services team to build capability among staff and partner with academics on research.
Australian university teacher’s engagement with learning analytics: Still ea...Blackboard APAC
This session reports the results of a recent OLT-funded national exploratory study addressing the relevant factors and their impact when implementing learning analytics for student retention purposes. The project utilised a mixed-method research design and yielded a series of outputs, including the development of a non-technical overview of learning analytics, focusing on linking the fields of student retention and learning analytics resulting in an institution level survey focusing on sector readiness and decision making relating to utilising learning analytics for retention purposes. An academic level survey was administered to academic staff exploring their progress, aspirations and support needs relating to learning analytics. Follow-up interviews expanded on their experiences with learning analytics to date. An evidence-based framework was developed, mapping important factors affecting learning analytics decision making and implementation. This was illustrated by a suite of five case studies developed by each of the research partner institutions detailing their experiences with learning analytics and demonstrating why elements in the framework are important. These findings were shared and tested at a National Forum in April 2015.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The document outlines a three tier model for promoting institutional adoption of learning analytics at universities.
Tier 1 involves small scale pilot projects using various learning analytics tools to provide insights. Tier 2 establishes a community of interest to share practices. Tier 3 develops learning analytics principles, frameworks and governance models for institutional implementation.
The model was applied at Victoria University of Wellington, resulting in learning analytics principles and framework documents, and progress towards an institutional governance model to bring analytics to scale safely while respecting data ethics. Various pilot projects provided lessons about the need for staff capability development and coordination across the university.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
1) James Cook University implemented Blackboard Analytics for Learn to take a dual-pronged, data-driven approach to enhancing learning/teaching and the student experience.
2) Initial rollouts involved customizing dashboards and reports to provide insights for support officers, coordinators, and academics.
3) The analytics aim to inform subject redesign, evaluation, planning and monitoring to improve student engagement, retention and blended learning design.
The Lean pilot at the University of Oxford focused on streamlining processes around acquiring and delivering scholarships. Through workshops and process mapping, inefficiencies were identified and quick wins implemented, such as altering invoicing and automating payment approvals. Longer-term, the pilot precipitated a team merger and redistribution of work. While Lean proved effective for targeted processes, broader change remains challenging due to Oxford's complex organizational structure.
This document summarizes the priorities and challenges for institutional change in a student retention and success program at the University of Salford (UoS) in the UK. It outlines key student demographics and performance indicators showing above-average non-continuation rates. It then discusses the case for change including findings from the "What Works?" program that identified priorities like belonging, engagement, and relationships. Challenges in implementing institutional change are described along with the response and impact seen, such as disciplinary effects across UoS and cultural changes in student experience. Evaluation methods and learning points are also briefly touched on.
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
The University of Bath integrated their online unit evaluation tool with their student records system and virtual learning environment to improve the course evaluation experience. This addressed issues like a lack of standardization, duplication, and poor feedback loops. The changes increased core evaluation questions, included individual staff evaluations, improved closing the feedback loop, and increased response rates by 10-12%. Further developments included a mobile-friendly version. The goal was to better inform academic development and promotions while enhancing the student experience.
Technology transforming learning and orgnizational cultureVasi Doncheva
Presentation at Future Learning Environments Conference 2014 on How technology is transforming learning and improving individual and organizational performance at NorthTec
Sue Holmes, Director of Estates and Facilities Management at Oxford Brookes University, delivered an engaging keynote on Estate quality and how it is is linked to student choice and expectations. This session explored the issues and challenges of defining and delivering a transformational estate. How do we ensure that spaces provide a forty year building life, meet immediate needs, but are flexible enough in many cases, to meet future and as yet undefined need? Transformational spaces require transformational concepts and ideas that many colleagues will then need to articulate and deliver.
Whether providing new space or refurbishing existing spaces, for teaching, research, or residential needs, estates projects always have a significant impact on users, our campus community and inevitably our local area. With challenging legislative compliance and a need to ensure we manage future operational costs, transforming our estate reaches far and deep.
This document discusses MOOCs and learning analytics. It provides an overview of MOOCs, describing their massive, open, online nature. It also discusses the hype cycle of MOOCs and how we are currently in the deployment period. The document then covers learning analytics, how it can be used by educators, learners and organizations to monitor learning, identify patterns, and improve teaching. It notes some challenges in developing learning analytics and the importance of infrastructure to support it. Finally, it discusses some ethical issues that may arise from learning analytics.
Using a digital knowledge repository to personalise learning in medical educa...Poh-Sun Goh
TLHE 2014 final draft submission for peer review and consideration for paper presentation. Conference website -http://www.cdtl.nus.edu.sg/tlhe/
(accepted as paper for 30 minute oral presentation after peer review, on Aug 5, 2014)
Effective Creation, Mediation and Use of Knowledge in and about Education.EduSkills OECD
This presentation was given by Philippa Cordingley from the Centre for the Use of Research and Evidence in Education (CUREE) at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.a: Knowledge-intensive Governance, Innovation and Change.
Top Ten Aspects (and Lessons Learned) of a Successful Online Faculty Training...JLewisGeology
This presentation will be presented at the 2012 SLOAN-C International Conference on Online Learning and will share data, lessons, learned, and strategies for success for an online instructor training course offered at Madison College. See the full presentation details and description here: http://sloanconsortium.org/conference/2012/aln/top-ten-aspects-and-lessons-learned-successful-online-faculty-training-program
The document summarizes a national workshop on student-centered approaches for science education. It defines student-centered learning as relying on active rather than passive learning, emphasizing deep understanding, increasing student responsibility and autonomy, and fostering interdependence between teachers and learners. The document explains that student-centered approaches motivate students and help develop skills like communication and collaboration, supporting lifelong learning and individual needs. It then provides examples of techniques to make lessons more student-centered, such as using flashcards, jigsaws, and games, and discusses addressing common criticisms like needing more time and materials.
Navigating Strategic Change discusses developing and implementing strategy at the institutional and local levels. It provides tools for strategic thinking, planning, decision making, communication, and overcoming challenges. Effective strategic change requires thinking broadly about possible futures, gathering evidence, prioritizing goals, translating plans into action, and facilitating discussions. Local implementation involves aligning school or department strategies with the institution through responsive planning that engages stakeholders and champions opportunities.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
HBCUs and Online Education: The Center for Excellence in Distance Learning at...Lumen Learning
Are you struggling, like many HBCUs, to develop effective and affordable online education programs? The Center for Excellence in Distance Learning at Wiley College offers a new forum for collaboration, sharing and innovation between HBCUs designed to build capacity in distance learning.
This presentation features Dr. Kim Long of Wiley College sharing their progress building online programs and strengthening students’ success using open educational resources (OER). Dean Hyacinth Burton of Oakwood College and Dr. William Hopper of Florida Memorial University share their experiences working through the Center as a collaborative, affordable and productive path for achieving their institutions’ respective goals for online education. Kim Thanos discusses the innovative partnership between the Center for Excellence and Lumen Learning to provide faculty training, professional development, collaboration and ongoing support for the development of high quality courses using OER.
This document discusses integrating teaching across subject areas using literature. It defines integrated teaching as planning curriculum and instruction so subjects are related to each other in a way that matches student development and connects their learning experiences. Integrated teaching can occur across subjects or within a literature lesson. The document provides examples of how to achieve integration, such as using a story as a springboard for lessons in other subjects or presenting different perspectives on a topic within one literature lesson. It recommends choosing a context students can relate to and presenting material repeatedly to improve comprehension and retention. The document concludes by outlining five steps to create an integrated lesson using an explicit instruction framework: choose integration type, content area, topic, objectives, and write the lesson plan.
Measuring the impact of information literacy instruction: A starting point fo...Lorna Dodd
This document summarizes the results of a survey conducted by Lorna Dodd at University College Dublin (UCD) Library to measure the impact of information literacy instruction. The survey found that 43% of module coordinators had received library instruction for their students, most commonly in the form of lectures or workshops. An overwhelming majority of respondents felt that all students should receive library instruction. Students preferred subject-specific workshops and online videos or tutorials. Qualitative feedback indicated that instruction has benefits but needs to be tailored to subject needs and delivered through a variety of methods. The survey results provide implications for the future of information literacy instruction, including a need for active learning approaches and stronger evidence of the impact of instruction on student skills and resource discovery.
Learn more about differing models of two year degrees
•
Discuss and debate some of the wider issues around the model
•
Think about the implications of the structure on your own job
•
Consider which of the professional behaviours you think are most needed in the structure
Dreaming of Electric Sheep: CSU's vision for analytics-driven adaptive learni...siwelsh
This document outlines Charles Sturt University's vision for analytics-driven adaptive learning and teaching. It discusses CSU's establishment of a learning analytics strategy and team in 2013. The vision goes beyond typical institutional approaches by focusing on adaptation during learning through analysis of knowledge representations and students' digital footprints. It also recognizes learning analytics as a learning design challenge. To support this vision, CSU developed the Adaptive Learning and Teaching Services team to build capability among staff and partner with academics on research.
Australian university teacher’s engagement with learning analytics: Still ea...Blackboard APAC
This session reports the results of a recent OLT-funded national exploratory study addressing the relevant factors and their impact when implementing learning analytics for student retention purposes. The project utilised a mixed-method research design and yielded a series of outputs, including the development of a non-technical overview of learning analytics, focusing on linking the fields of student retention and learning analytics resulting in an institution level survey focusing on sector readiness and decision making relating to utilising learning analytics for retention purposes. An academic level survey was administered to academic staff exploring their progress, aspirations and support needs relating to learning analytics. Follow-up interviews expanded on their experiences with learning analytics to date. An evidence-based framework was developed, mapping important factors affecting learning analytics decision making and implementation. This was illustrated by a suite of five case studies developed by each of the research partner institutions detailing their experiences with learning analytics and demonstrating why elements in the framework are important. These findings were shared and tested at a National Forum in April 2015.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The document outlines a three tier model for promoting institutional adoption of learning analytics at universities.
Tier 1 involves small scale pilot projects using various learning analytics tools to provide insights. Tier 2 establishes a community of interest to share practices. Tier 3 develops learning analytics principles, frameworks and governance models for institutional implementation.
The model was applied at Victoria University of Wellington, resulting in learning analytics principles and framework documents, and progress towards an institutional governance model to bring analytics to scale safely while respecting data ethics. Various pilot projects provided lessons about the need for staff capability development and coordination across the university.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
1) James Cook University implemented Blackboard Analytics for Learn to take a dual-pronged, data-driven approach to enhancing learning/teaching and the student experience.
2) Initial rollouts involved customizing dashboards and reports to provide insights for support officers, coordinators, and academics.
3) The analytics aim to inform subject redesign, evaluation, planning and monitoring to improve student engagement, retention and blended learning design.
The document discusses learning analytics, which is defined as the measurement, collection, analysis and reporting of data about learners and their learning environments. It aims to understand and optimize learning. The document outlines the types of data that is collected on students, including profiles, activities, content accessed, and results. It also discusses the goals of improving student success, retention, and experience. Key topics covered include descriptive, diagnostic, predictive and prescriptive analytics. The document raises important ethical concerns around data access, ownership, transparency and privacy when applying learning analytics and discusses approaches taken by organizations like the Open University.
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
This document discusses seven foundations for sustaining learning-centered education practices. It summarizes research on course redesign at the University of Southern Maine that led to improved student outcomes. The foundations are: 1) leadership prioritizing learning goals and resources, 2) a history of collaborative problem-solving, 3) supportive faculty beliefs, 4) faculty experience with practices, 5) appropriate infrastructure, 6) institutional data and evaluation support, and 7) personnel policies incentivizing improvement. The document provides examples of how institutions can strengthen each foundation to spread innovative teaching approaches.
Presentation of the learning dashboard developed by KU Leuven within the ABLE project (http://www.ableproject.eu/).
Learning dashboard supported by learning analytics, showing off the use of technology for learning in higher education, for the transition of secondary to higher education in particular. The dashboard is developed for the interaction between study advisor and student. More information in our journal paper http://ieeexplore.ieee.org/document/7959628/
Analysing analytics, what is learning analytics?Moodlerooms
The document discusses learning analytics, which is defined as the measurement, collection, analysis and reporting of learner data to optimize learning. It describes how data from student profiles, activities, course content and results can be collected and analyzed descriptively, diagnostically, predictively and prescriptively. The document also addresses ethical concerns regarding data privacy, transparency and ensuring analytics are used to benefit students. It provides examples of how different stakeholders may use analytics and discusses the Open University's principles of applying analytics in an ethical manner that respects student consent and privacy.
The truth about data: discovering what learners really wantLearningandTeaching
Learner success is an important element of any private provider’s competitive strategy. We want to be certain that we are meeting our commitments and delivering real value in terms of life-long learning experiences, successful outcomes, meaningful careers and industry partnerships.
Like most high quality dual sector providers, our broad focus is on excellence in learning & teaching. Our analysis of internal and external learner data drives our continuous improvement cycle and we are able to access increasingly sophisticated data sources that tell us almost everything we need to know about our learners – their demographic profile, how they learn, where they are most likely to succeed and fail, and their prospects for employment.
This presentation will reveal what we learned about learner success:
What our learner data revealed and what it didn’t reveal
What learner success initiatives worked and what didn’t work
What we intend to do in the future
In particular, the advantages and disadvantages of relying on data analytics to drive continuous improvement will be examined, including:
The benefits of using the far more accurate data now available from NCVER following the implementation of Total VET Activity reporting
The ability to create increasingly sophisticated profiles of our learners as a basis for customised learning support services that deliver real value to individual learners
The benefits of incorporating qualitative as well as quantitative analysis into our decision-making about how best to support learner success
TSL3143 Topic 4 Considerations in Curriculum StudiesYee Bee Choo
The document discusses key considerations in designing curriculum, including needs analysis of the target group, aims and objectives, content, learning theories and approaches, personnel, material selection, assessment and evaluation, monitoring and support, and potential constraints. A needs analysis examines what learners know and need to know to effectively design a curriculum that meets their learning needs and objectives. Other important factors include learning theories and approaches, personnel to implement the curriculum, selecting appropriate materials, and ongoing assessment, evaluation and monitoring to ensure support for learners.
The document discusses assessment for learning, which is different from assessment of learning. Assessment for learning helps students learn better by helping students and teachers see learning goals, where students are in relation to goals, and how to improve. Research shows assessment for learning improves learning, especially for students who find learning challenging. The document advocates for applying assessment for learning principles to help students learn now and in the future.
Personalizing curriculum, pace, and support for learners can improve retention, satisfaction, and learning success while reducing time to completion and tuition costs. The successful implementation of personalized learning programs, however, requires careful coordination of data and communications and ongoing collaboration among faculty, enrollment managers, success coaches, and students.
ABLE - the NTU Student Dashboard - University of DerbyEd Foster
implementing a university wide learning analytics system.
Presentation Overview:
- Introduction
- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
Students centered curriculum - Unit VII of Knowledge and CurriculumThanavathi C
The document discusses student-centered curriculum. It states that in this type of curriculum, students are given more importance compared to subjects or teachers. The curriculum is framed based on the needs, skills, abilities and aptitudes of learners. The goal is to ensure overall development of students. Students influence content, activities, materials and pace of learning. The teacher provides opportunities for independent learning and coaches students in skills. A learner-centered curriculum is developed in 7 stages: identifying learners, learning objectives, models, theories, curriculum architecture, content selection, and learner services. The curriculum focuses on freedom to develop naturally, teacher as guide, learner interest, development study, and home-school cooperation.
Boosting student success: The role of data analyticsPeter Alston
In this short presentation to the Chartered ABS Annual Conference 2016, Baback and myself will talk about the importance of Learning Analytics and how it may prove to be a useful tool with regards to the impending Teaching Excellence Framework (TEF) Review. Baback and I will also talk about our own experiences and highlight what we are doing with respect to learning analytics.
E assessment conference scotland 2014 presentation>
As technology evolves and becomes more integrated into education, the data trail created by learners is enormous. The analysis of this data referred to as “Learning analytics” drives learning in a cyclical pattern; data is collected, analysed, and interventions are made based on the data. After these interventions, more data is collected and analysed, and additional (perhaps different) interventions are made.
This presentation outlines how the data related to assessments is collected from three different projects within DCU and then analysed with the aim of improving the student learning experience. Each project has two common threads; making life easier for the lecturer and improving the experience of the student.
This document discusses learning analytics and how it can be used in Moodle. It defines learning analytics as the measurement, collection, analysis and reporting of data about learners and their contexts in order to understand and optimize learning. It describes how learner interactions in Moodle leave behind data that can be analyzed. It provides examples of how learning analytics can be used in Moodle to identify at-risk students, adapt teaching styles, and make curricular changes based on where students struggle. Finally, it discusses some native and third-party tools that can be used to implement learning analytics in Moodle like Inspire Analytics, Intelliboard, and Zoola.
1. Assessment for learning is different from assessment of learning in that it is used to help students learn better rather than evaluate learning. It helps students and teachers see learning goals, a student's progress, and next steps.
2. Research shows that assessment for learning is one of the most powerful ways to improve learning, especially for students who find learning challenging. It helps students learn better now and achieve more throughout their education.
3. Classroom assessment techniques developed by teachers help make the learning process more methodical and systematic by providing feedback to improve teaching methods.
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Learning Analytics presentation for Australian e-learning Congress Feb 14
1. DIVISION OF STUDENT LEARNING
Learning Analytics in an Era of
Digitisation
February 2014
Simon Welsh
Senior Learning Analytics Officer,
Strategic Learning and Teaching Innovation
Charles Sturt University
siwelsh@csu.edu.au
Assoc Professor Philip Uys
Director, Strategic Learning and Teaching Innovation
Charles Sturt University
puys@csu.edu.au
2. DIVISION OF STUDENT LEARNING
Contents
1. CSU Context
2. Principles in Learning Analytics
3. Learning Analytics in Higher Education
4. Lessons Learned
5. Future Developments
3. DIVISION OF STUDENT LEARNING
1. CSU Context
• Charles Sturt University is a regional and international,
multi-campus institution with around 40,000 students
• Approximately 60% of students undertake distance
education courses, with a further 15% enrolled in blended
courses
• CSU has invested heavily in educational technologies to
provide reliable and equitable access to resources for
students and staff alike
• In 2013, we developed a Learning Analytics Strategy which
is now moving to implementation
4. DIVISION OF STUDENT LEARNING
1. CSU Context
• Some of our educational technologies, include...
Course Eval
CSU Replay SMART Tools
TurnitinPebblePad
Digital Object Management System
InPlace
Adobe Captivate Bridgit
Adobe Connect
Blackboard Learn
EASTS
Yammer
Simulations
Subject forums and wikis
PODs mLearn
6. DIVISION OF STUDENT LEARNING
2. Principles in Learning Analytics
• Learning Analytics is defined as:
the measurement, collection, analysis and reporting of data about
learners and their contexts, for purposes of understanding and
optimizing learning and the environments in which it occurs
(SOLAR)
• Learning Analytics is about helping students succeed by providing:
o students with the self-awareness and insight to optimise their
learning behaviours;
o teaching and support staff with insight to make meaningful
adaptations to their practice, as well as effective interventions;
and
o evidence to enable the adaptation of learning and teaching
systems
7. DIVISION OF STUDENT LEARNING
2. Principles in Learning Analytics
A Model of Learning Analytics in Higher Education
Metrics and
Methods
Audiences
Drivers
Affordances of LA
Technologies
University
Course
Subject
Adaptations
-Design
- Behaviour
- Systems
Governance and
Management
Presentation
Formats
Evaluation
Student Success
8. DIVISION OF STUDENT LEARNING
2. Principles in Learning Analytics
• Learning Analytics is sometimes referred to as “big data” in an
educational context – but there is a danger in this short-hand
• Learning Analytics must be proximal to learning
theory/science and design
• Theory, pedagogy and University objectives on different levels
help us understand what to measure, why and how to
respond
• Learning Analytics that is not connected to theory, pedagogy
and outcomes is just “counting clicks”
9. DIVISION OF STUDENT LEARNING
• Student success is a product of the interplay of the student, the
teaching and the institution
2. Principles in Learning Analytics
Student
Success
Student
Engagement
Learning and
Teaching
Design and
Delivery
Support
Faculty
Academic
Support
Student
Services
University Strategy
and Policy
10. DIVISION OF STUDENT LEARNING
2. Principles in Learning Analytics
• Learning Analytics requires trust to work
• It is essential to have a strong Ethics and Privacy
Framework in place
• A key principle: that data is only used for the purpose for
which it was originally gathered
• The legal aspects may actually be the most
straightforward – earning the trust of students and staff
may be the real challenge
• Theory and pedagogy gives focus and purpose
12. DIVISION OF STUDENT LEARNING
3. Learning Analytics in Higher Education
• Increasing usage of educational technologies such as LMSs,
etc (as described before) and wider usage in Universities in
this era of digitisation
• Learning Analytics is a rapidly growing field in higher
education in Australia and around the world: “the data
tsunami” (Simon Buckingham-Shum)
• This growth is driven by a number of strategic issues affecting
Universities – such as increasing enrolments, higher student
expectations, lower funding
• Learning Analytics becomes the new competitive advantage
13. DIVISION OF STUDENT LEARNING
3. Learning Analytics in Higher Education
• With increasing interest in the field and the release of easy-to-
use analytic packages, Learning Analytics has been
fragmented in many institutions
• While the embrace of Learning Analytics should be
encouraged, the opportunity is to move beyond the (often)
simplistic analytics in many pre-built packages to develop
analytics that reflect our institutions, our students and our
teaching
• This means moving to a multi-dimensional landscape, where
we source and integrate data about a student from a wide
variety of sources (often outside the LMS)
15. DIVISION OF STUDENT LEARNING
4. Lessons Learned
• Learning Analytics is not just a technical challenge – it’s about
people, culture and practice
• For Learning Analytics to truly be an “adaptation engine”,
strong stakeholder engagement (and trust) is essential
• Critical to think through roles and responsibilities: Learning
Analytics can’t just be about creating more work for
academics/teaching staff
• It is also an evolutionary process in its own right – Learning
Analytics doesn’t just help others adapt, it must be adaptive in
itself
• LA required university-wide collaboration and integration
19. DIVISION OF STUDENT LEARNING
Summary
• Learning Analytics is about prompting and informing
adaptation
• Analytics are required on different levels including course,
subject and university
• To do so requires our analytics to be proximal to university
objectives, learning and teaching theory and design
• Learning Analytics operates on trust
• Learning Analytics works best where it is multi-dimensional
• To achieve this, broad stakeholder engagement is required
• The future is about inferring and influencing the occurrence of
learning at an individual-level both online and off-line
20. DIVISION OF STUDENT LEARNING
Thank You
Simon Welsh
Senior Learning Analytics Officer,
Strategic Learning and Teaching Innovation
Charles Sturt University
siwelsh@csu.edu.au
Assoc Professor Philip Uys
Director, Strategic Learning and Teaching Innovation
Charles Sturt University
puys@csu.edu.au