Topics covered • Overview of NTU Student Dashboard • Recent Dashboard developments… • … and the reasoning behind these • The next steps for the Dashboard

1. Student Dashboard: recent changes & next steps
ABLE Project 2015-1-BE-EPPKA3-PI-FORWARD

2. Topics covered
• Overview of NTU Student Dashboard
• Recent Dashboard developments…
• … and the reasoning behind these
• The next steps for the Dashboard

3. What is the NTU Student Dashboard?

4. NTU Student Dashboard
• Learning analytics resource
• Sector leading
- Times Higher Education Awards 2014 for Outstanding Support for Students
- Part of evidence for Global Equality & Diversity Awards 2016, where NTU won an
award for "outstanding examples of research methods and insights into diversity
and equality in organisations , companies or services” for using equality and
diversity data to inform 'Success for All' students.
• Fits into University plans for:
- Success for All
- Personalisation

5. What does the Dashboard do?
NTU
Student
Dashboard
Student biographical
info, e.g. enrolment
status
Evidence of student
engagement
• Door swipes
(where appropriate)
• Library books
• NOW use
• Dropbox
submissions
• In 2015-16
• Attendance data
• Access to e-
books and
journals through
Shibboleth
authentication
Staff
view
Student
view
Compares student
engagement across
the cohort & gives
rating
Can make
comments
in free text
box
Raises
alerts!!

6. Why is the Dashboard a useful tool?
• Provides staff and students with information about student
engagement in comparison with course average (benchmarking)
• There is a direct relationship between student engagement and
student progression and attainment
• Students in need of support can be targeted by their behaviours
rather than based on their demographics

7. Relationship between student engagement
and progression

8. Relationship between student engagement
and attainment

9. Recent Dashboard Developments

10. Developments during Summer 2016
• The Dashboard is a developing tool; so far it has been through three
distinct development phases since it was first piloted in 2013-14
• The following developments have been made over the summer:
- Made improvements to the student-tutor mapping process
- Made improvements to the data display for students with non-
standard start dates
- Tweaked navigation to make more intuitive
- Added new information to tables containing student details
- Added an engagement summary section
- Added the functionality for staff to make referrals to support
- Initiated two pilot schemes involving Dashboard (induction
activities/iPad trials)

11. New fields in the tutor view
BTEC Qual
Does the student have a
BTEC as part of their entry
qualification?
Engagement alerts
Engagement alerts are generated after 2
weeks of no engagement during term time
& indication of student at risk

12. Why is the count of ‘no engagement’ alerts
important?
• Student progression is related to the number of alerts raised

13. Why is the count of ‘no engagement’ alerts
important?

14. Why is the engagement summary useful?
• Convenience – engagement and usage data in one place
• Date of first usage of different resources, can prompt questions on
if student is able to use resources if they have not done so

15. Notes & Referrals
• From the start of the year, all staff will be able to refer students to
the Academic Librarians from the New Referral drop down menu
• It will open up a new window and will require some inputting, but
we aim to make this a more integrated process
• NBS staff will be able to refer students to Student Support Services
as a pilot. We will review and extend this based on feedback.
• Will look to extend to other services, e.g. employability

16. Why make a referral through the Dashboard?
• Removes barrier to services that students may not feel entitled to
use
• Peace of mind for tutor
• Tutor has visibility of if referral has been successful
• Timing of referral is stored in Dashboard
I wonder if
they actually
went?

17. Pilot 1 - Induction activity in Dashboard
• Designed to give lecturers information for early tutorials and to help
students reflect back later in the year

18. Pilot 2 - iPad Trial
• 200 iPads have been distributed amongst the academic School to
facilitate staff members using the Dashboard in one-to-one tutorials
• Feedback about this process will be collected at the end of each
term and used to inform future Dashboard developments, including
improving its functionality across devices.
• Based on findings from 2015-16 Transition Survey…

19. Feedback from the Student Transition Survey
• The transition survey was conducted with first year students (Feb/March 2016)
• 91% reported using the Dashboard at least once (90% in 2015)
Have you logged into the NTU student Dashboard?
When using the Dashboard, how often have you explored the following?
Base: 515 (2016), 469 (2015)
4%
5%
14%
15%
13%
24%
5%
6%
26%
24%
35%
36%
12%
13%
33%
34%
34%
36%
79%
77%
28%
28%
19%
5%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Spoke to someone providing specialist help (for
example student support services/ library) as a result
of looking at information on the Dashboard
Spoke to your tutor as a result of looking at
information on the Dashboard
Changed your behaviour to raise or maintain your
engagement score (for example made sure that you
swiped to go into a building)
Compared your engagement score with other students
on your course
Increased the amount of time you spend studying
Checked your own engagement score
Very Often Often Sometimes Never

20. The next stages for the Dashboard

21. Planned Developments
• Revision of Dashboard algorithm based on new data sources from
2015-16 (attendance, e-resource usage)
• Increase visibility of attendance data
• Improve search functionality for tutors
• Provide link to student Disability Access Statements/Action Plans
• Developing Dashboard model for use with students on
apprenticeship schemes
• New pilot – goal setting in the Dashboard
• Improve Dashboard as a tool for staff

22. Why do we need to keep developing the
Dashboard?
• Students are using it
• Huge potential to inform interventions

23. So…
• Thank you very much for listening
• We’d like to spend the remaining time thinking about how to make
the Dashboard a more useful tool for staff
• We have a Padlet discussion board for this
• Happy to take questions both now and at the stand during the
break

24. URL: http://bit.ly/2hoN5sf Password: dash
Padlet Details

25. Thank you
If you’d like to hear more about the ABLE Project further details can be found at:
www.ABLEproject.eu

26. 28-21 days 21-14 days 14-7 days 7-1 days 1 day
4 4 4 4 4
3 4 4 4 4
3 4 4 4 4
4 3 4 4 4
3 3 4 4 4
4 4 3 4 4
4 4 3 4 4
3 3 3 4 4
3 3 3 4 4
2 2 3 4 4
2 2 3 4 4
3 4 4
2 2 3 3 4
2 3 3 4
2 2 2 3 4
2 3 4
1 3 4
2 3 2 2 4
4 4 4 4 3
3 4 3 4 3
3 3 3 4 3
2 3 3 4 3
2 2 4 3
4 4 4 3 3
3 4 4 3 3
4 3 4 3 3
3 3 4 3 3
3 3 4 3 3
2 3 4 3 3
2 3 4 3 3
1 3 4 3 3
2 4 3 3
4 4 3 3 3
4 4 3 3 3
4 4 3 3 3
3 4 3 3 3
3 4 3 3 3
3 4 3 3 3
4 3 3 3 3
4 3 3 3 3
3 3 3 3 3
3 3 3 3 3
3 3 3 3 3
2 3 3 3 3
3 2 3 3 3
2 2 3 3 3
2 2 3 3 3
2 2 3 3 3
3 1 3 3 3
4 3 2 3 3
4 3 2 3 3
3 3 2 3 3
3 3 2 3 3
3 3 2 3 3
3 3 2 3 3
2 3 2 3 3
4 2 2 3 3
3 2 2 3 3
3 2 2 3 3
3 2 2 3 3
2 2 2 3 3
2 2 2 3 3
2 2 2 3 3
2 3 3
2 3 3
1 1 1 3 3
3 4 3 2 3
3 3 3 2 3
3 3 3 2 3
4 2 3 2 3
2 2 3 2 3
2 2 3 2 3
2 4 2 2 3
2 3 2 2 3
4 2 2 2 3
3 2 2 2 3
2 2 2 2 3
2 2 2 2 3
2 1 2 2 3
1 1 2 2 3
2 2 3
2 2 3
3 4 3 4 2
3 3 3 3 2
3 3 3 3 2
3 2 3 3 2
2 2 3 3 2
2 3 3 2
1 1 3 3 2
3 3 2
4 3 2 3 2
3 2 3 2
4 2 2 3 2
3 2 2 3 2
2 2 2 3 2
2 2 2 3 2
2 2 3 2
2 1 2 3 2
2 3 2
4 4 4 2 2
2 4 4 2 2
3 3 4 2 2
3 3 4 2 2
4 2 4 2 2
3 2 4 2 2
3 2 4 2 2
2 2 4 2 2
2 2 4 2 2
2 4 2 2
4 4 3 2 2
3 4 3 2 2
3 4 3 2 2
4 3 3 2 2
3 3 3 2 2
3 3 3 2 2
3 3 3 2 2
3 3 3 2 2
3 3 3 2 2
3 3 3 2 2
3 3 3 2 2
2 3 3 2 2
2 3 3 2 2
1 3 3 2 2
3 2 3 2 2
3 2 3 2 2
3 2 3 2 2
3 2 3 2 2
Timeframe before withdrawal
28-21 days 21-14 days 14-7 days 7-1 days 1 day
2 2 3 2 2
2 2 3 2 2
2 2 3 2 2
2 2 3 2 2
2 2 3 2 2
2 2 3 2 2
2 2 3 2 2
2 2 3 2 2
2 2 3 2 2
2 3 2 2
2 3 2 2
2 3 2 2
1 1 3 2 2
4 4 2 2 2
3 4 2 2 2
3 4 2 2 2
3 4 2 2 2
2 4 2 2 2
2 4 2 2 2
2 4 2 2 2
4 3 2 2 2
4 3 2 2 2
3 3 2 2 2
3 3 2 2 2
3 3 2 2 2
3 3 2 2 2
3 3 2 2 2
3 3 2 2 2
3 3 2 2 2
3 3 2 2 2
2 3 2 2 2
2 3 2 2 2
2 3 2 2 2
2 3 2 2 2
2 3 2 2 2
2 3 2 2 2
3 2 2 2
4 2 2 2 2
3 2 2 2 2
3 2 2 2 2
3 2 2 2 2
3 2 2 2 2
3 2 2 2 2
3 2 2 2 2
3 2 2 2 2
3 2 2 2 2
3 2 2 2 2
3 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
2 2 2 2 2
1 2 2 2 2
1 2 2 2 2
1 2 2 2 2
1 2 2 2 2
2 2 2 2
2 2 2 2
2 1 2 2 2
2 1 2 2 2
2 1 2 2 2
2 1 2 2 2
2 1 2 2 2
2 1 2 2 2
2 1 2 2 2
1 1 2 2 2
1 1 2 2 2
1 1 2 2 2
1 1 2 2 2
1 2 2 2
2 2 2
2 2 2
2 2 2
2 2 2
2 2 2
4 3 1 2 2
4 3 1 2 2
2 2 1 2 2
2 2 1 2 2
2 2 1 2 2
2 2 1 2 2
2 2 1 2 2
2 2 1 2 2
2 1 1 2 2
1 1 1 2 2
1 1 1 2 2
1 1 1 2 2
1 1 2 2
1 1 2 2
2 2
2 2
2 2
2 2 2 1 2
2 1 2 1 2
1 2 1 1 2
3 1 1 1 2
2 1 1 1 2
2 1 1 1 2
1 1 1 1 2
1 1 1 1 2
1 1 1 1 2
1 1 1 1 2
1 1 1 1 2
2 1 3 3 1
Timeframe before withdrawal
28-21 days 21-14 days 14-7 days 7-1 days 1 day
3 3 3 2 1
3 3 2 2 1
3 2 2 2 1
2 2 2 2 1
2 2 2 2 1
2 2 2 2 1
2 2 2 2 1
2 2 2 2 1
2 2 2 2 1
2 2 2 2 1
2 2 2 2 1
1 2 2 2 1
2 2 2 1
2 1 2 2 1
2 1 2 2 1
2 2 1
2 2 1 2 1
2 2 1 2 1
2 2 1 2 1
1 2 1 2 1
2 1 1 2 1
2 1 1 2 1
2 1 1 2 1
1 1 1 2 1
2 1
3 3 4 1 1
3 3 1 1
2 2 3 1 1
2 2 3 1 1
4 4 2 1 1
2 3 2 1 1
3 2 2 1 1
3 2 2 1 1
2 2 2 1 1
2 2 2 1 1
2 2 2 1 1
2 2 2 1 1
2 2 2 1 1
2 2 2 1 1
2 2 2 1 1
2 2 2 1 1
1 2 2 1 1
1 2 2 1 1
1 2 2 1 1
1 2 2 1 1
1 2 2 1 1
2 1 2 1 1
1 1 2 1 1
1 1 2 1 1
3 3 1 1 1
3 2 1 1 1
3 2 1 1 1
2 2 1 1 1
2 2 1 1 1
2 2 1 1 1
2 2 1 1 1
2 2 1 1 1
2 2 1 1 1
2 2 1 1 1
2 2 1 1 1
2 2 1 1 1
2 2 1 1 1
1 2 1 1 1
1 2 1 1 1
2 1 1 1 1
2 1 1 1 1
2 1 1 1 1
2 1 1 1 1
2 1 1 1 1
2 1 1 1 1
2 1 1 1 1
2 1 1 1 1
2 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1 1 1
1 1 1
1 1 1
1 1 1
1 1
Timeframe before withdrawal
Key: Low Engagement Partial Engagement Good Engagement High Engagement Student withdrew before timeframe
Behaviour of students prior to withdrawal