1) NTU developed a student dashboard using learning analytics to improve student retention, engagement, and attainment.
2) The dashboard provides data on student engagement like library usage, VLE access, and attendance to students and staff.
3) Analysis found students with high engagement were more likely to progress to the next year and receive higher degrees.
4) Both students and staff reported changing their behaviors due to the insights from the dashboard. Students increased engagement activities while staff targeted interactions.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Presentation delivered at the UCISA event A-Z of learning analytics 28/06/2017. Ed Foster & Jane McNeil. A longer case study can be found at https://www.google.com/url?q=https://www.ucisa.ac.uk/-/media/Files/publications/truthaboutda/TheTruthAboutDA&sa=U&ved=0ahUKEwi8r-7W5_7eAhVKRBUIHf66CGEQFggMMAM&client=internal-uds-cse&cx=008281077274678676179:yulrfklwima&usg=AOvVaw17iuGZYPJPqFRCMGyBKLd0
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Presentation delivered at the UCISA event A-Z of learning analytics 28/06/2017. Ed Foster & Jane McNeil. A longer case study can be found at https://www.google.com/url?q=https://www.ucisa.ac.uk/-/media/Files/publications/truthaboutda/TheTruthAboutDA&sa=U&ved=0ahUKEwi8r-7W5_7eAhVKRBUIHf66CGEQFggMMAM&client=internal-uds-cse&cx=008281077274678676179:yulrfklwima&usg=AOvVaw17iuGZYPJPqFRCMGyBKLd0
ABLE - UKAT - Using Learning Analytics to Boost Personal TutoringEd Foster
Session aims:
• Introduce learning analytics
• Describe the development of the NTU Student Dashboard
• Discuss potential benefits of learning analytics for personal tutors
• Raise some challenges of converting student information to actionable intelligenc
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Associate Professor Tracey Bretag: Contract cheating implications for Teachin...Studiosity.com
"Contract cheating is a symptom, not a problem." Associate Professor Bretag provides an overview of the research on contract cheating and how students deal with it in the higher education landscape, at the 2018 Studiosity Symposium.
Watch the video of Tracey's presentation at https://youtu.be/6rS2mTIr1U4 [41mins]
What data from 3 million learners can tell us about effective course designJohn Whitmer, Ed.D.
Presentation of research findings and implications from a large-scale analysis of LMS activity and grade data from across 927 institutions, 70,000 courses, and 3.3 million students. This webinar will speak to the promise (and potential pitfalls) of large-scale learning analytics research to promote student success.
The Many Faces of Embedded Librarianship: How do we Evaluate Effectiveness?Kim Mears
Objective: The health sciences library of a comprehensive research university implemented embedded librarianship two years ago by placing librarians in the adult and children’s hospitals, in four colleges and on a partnership campus. The embedded librarians have spent the past year reviewing practices and working to create an evaluation tool to assess effectiveness.
Methods: Embedded librarianship has been implemented in the Colleges of Allied Health Sciences, Dental Medicine, Nursing and Medicine as well as the Health System, and a satellite campus. Each librarian’s embedded model is different and based on the approach of the individual librarian and the needs of the areas served. Embedded librarians created a survey to measure the extent of embedded practices in other health science and hospital libraries. Librarians wanted to create a tool which would help evaluate our program with vastly different models from one are to the next and which could also help other institutions do the same.
Results: A preliminary survey was distributed to health science librarians in early 2014 after IRB approval was obtained. Survey information was used to gauge interest in the need for a tool to evaluate embedded practices and form the basis of what evaluation has already been done in other programs. The survey showed a great deal of interest in embedding librarians and the need for a comprehensive way to evaluate program effectiveness. Librarians then worked to build an embedded program evaluation toolkit based on academic health science institutions.
Conclusion: The toolkit consists of various parts with can be used in combinations that fit the embedded program being evaluated. The evaluation toolkit was created to fit with academic health science institutions and will be piloted in the Fall of 2014. Later expansion of the toolkit may include hospital specific measures, which will require partnership with hospital librarians.
Talk by Rebeca Ferguson (Open University, UK, and LACE project).
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca introduced tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale
Talk given by Rebecca Ferguson at the iLife event 'Health, Education and Lifestyle in the Digital Era' organised by Maastricht University at the Bonbonniere, Maastricht on 24 November 2015.
The talk focuses on the 'Visions of the Future' Policy Delphi study carried out by the Learning Analytics Community Exchange (LACE) project.
The study focuses on eight possible visions of the future of learning analytics:
1. In 2025, classrooms monitor the physical environment to support learning and teaching
2. In 2025, personal data tracking supports learning
3. In 2025, analytics are rarely used in education
4. In 2025, individuals control their own data
5. In 2025, open systems for learning analytics are widely adopted
6. In 2025, learning analytics systems are essential tools of educational management
7. In 2025, analytics support self-directed autonomous learning
8. In 2025, most teaching is delegated to computers
More details of the study are available at laceproject.eu
Learning Analytics: What is it? Why do it? And how?Timothy Harfield
Presentation delivered to graduate students at Emory University as part of a TATTO (Teaching Assistant Training and Teaching Opportunity) brown bag session.
ABSTRACT
Learning analytics is 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. Data driven approaches to teaching and learning are rapidly being adopted within educational environments, but there is still much confusion about what learning analytics is, what it can do, and how it is best employed.
This talk will provide a general overview of the field of learning analytics, its terminology and methods, as well as contemporary ethical debates. It will also introduce several open source and Emory-supported analytics tools available to students and instructors to facilitate the achievement of various learning outcomes.
Online academic support & student retention: Early signs of a positive correl...Studiosity.com
At Studiosity's "Students First 2019" Symposium:
Online academic support & student retention: Early signs of a positive correlation at CQUniversity CQUniversity has found indications of a positive correlation between Studiosity usage and retention, when compared to retention rates in the general student cohort. This presentation will walk through these findings and offer some useful food for thought.
Chris Veraa is Director of Student Experience at CQUniversity, and brought the room three years (2017, 2018, 2019) worth of data on Studiosity users: retention, academic success, rates of unit failure, and also how students’ anecdotal feedback compares to academic outcomes.
CQUniversity Studiosity users (on average):
• Have a 16.45% higher rate of retention than the cohort
• Experience 21.7% less unit failure than the cohort
• Are 17.31% less likely to be placed on academic probation than the cohort
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Introduction to Learning Analytics in BlackboardTimothy Harfield
Instructions for how to use and interpret the "Activity Compared to Others" feature in Blackboard. (Requires installation of Blackboard Analytics for Learn)
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
Five short presentations from a panel session at the Learning Analytics and Knowledge Conference 2015, on the topic of "Learning Analytics - European Perspectives", held at Marist College, Poughkeepsie on March 18th 2015. The speakers are: Rebecca Ferguson, Alejandra Martinz Mones, Kairit Tammets, Alan Berg, Anne Boyer, and Adam Cooper.
La Trobe's success developing the student experience - Professor Jessica Vand...Studiosity.com
Professor Jessica Vanderlelie - La Trobe's Pro Vice-Chancellor Student Success - is one of Australia's most dedicated drivers of the student experience. Which makes it even more appropriate that she welcomed 'Students First 2019' delegates this year.
Listening to students is a critical part of driving effective change. Jessica described La Trobe University’s initiatives to put student feedback at the centre of the university. Delegates also heard that 70% of Studiosity users felt they’ll get a higher grade, 81% of Studiosity users felt more confident, and Studiosity users were 44% more likely to stay enrolled.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
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
ABLE - EMFD presentation - NTU student dashboard streamEd Foster
Student Dashboard - Lessons Learned
Covering:
Why NTU is interested in Learning Analytics
Solutionpath's StREAM resource
Research from the Student Dashboard
NBS's experience of embedding the Dashboard into working practice
ABLE - UKAT - Using Learning Analytics to Boost Personal TutoringEd Foster
Session aims:
• Introduce learning analytics
• Describe the development of the NTU Student Dashboard
• Discuss potential benefits of learning analytics for personal tutors
• Raise some challenges of converting student information to actionable intelligenc
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Associate Professor Tracey Bretag: Contract cheating implications for Teachin...Studiosity.com
"Contract cheating is a symptom, not a problem." Associate Professor Bretag provides an overview of the research on contract cheating and how students deal with it in the higher education landscape, at the 2018 Studiosity Symposium.
Watch the video of Tracey's presentation at https://youtu.be/6rS2mTIr1U4 [41mins]
What data from 3 million learners can tell us about effective course designJohn Whitmer, Ed.D.
Presentation of research findings and implications from a large-scale analysis of LMS activity and grade data from across 927 institutions, 70,000 courses, and 3.3 million students. This webinar will speak to the promise (and potential pitfalls) of large-scale learning analytics research to promote student success.
The Many Faces of Embedded Librarianship: How do we Evaluate Effectiveness?Kim Mears
Objective: The health sciences library of a comprehensive research university implemented embedded librarianship two years ago by placing librarians in the adult and children’s hospitals, in four colleges and on a partnership campus. The embedded librarians have spent the past year reviewing practices and working to create an evaluation tool to assess effectiveness.
Methods: Embedded librarianship has been implemented in the Colleges of Allied Health Sciences, Dental Medicine, Nursing and Medicine as well as the Health System, and a satellite campus. Each librarian’s embedded model is different and based on the approach of the individual librarian and the needs of the areas served. Embedded librarians created a survey to measure the extent of embedded practices in other health science and hospital libraries. Librarians wanted to create a tool which would help evaluate our program with vastly different models from one are to the next and which could also help other institutions do the same.
Results: A preliminary survey was distributed to health science librarians in early 2014 after IRB approval was obtained. Survey information was used to gauge interest in the need for a tool to evaluate embedded practices and form the basis of what evaluation has already been done in other programs. The survey showed a great deal of interest in embedding librarians and the need for a comprehensive way to evaluate program effectiveness. Librarians then worked to build an embedded program evaluation toolkit based on academic health science institutions.
Conclusion: The toolkit consists of various parts with can be used in combinations that fit the embedded program being evaluated. The evaluation toolkit was created to fit with academic health science institutions and will be piloted in the Fall of 2014. Later expansion of the toolkit may include hospital specific measures, which will require partnership with hospital librarians.
Talk by Rebeca Ferguson (Open University, UK, and LACE project).
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca introduced tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale
Talk given by Rebecca Ferguson at the iLife event 'Health, Education and Lifestyle in the Digital Era' organised by Maastricht University at the Bonbonniere, Maastricht on 24 November 2015.
The talk focuses on the 'Visions of the Future' Policy Delphi study carried out by the Learning Analytics Community Exchange (LACE) project.
The study focuses on eight possible visions of the future of learning analytics:
1. In 2025, classrooms monitor the physical environment to support learning and teaching
2. In 2025, personal data tracking supports learning
3. In 2025, analytics are rarely used in education
4. In 2025, individuals control their own data
5. In 2025, open systems for learning analytics are widely adopted
6. In 2025, learning analytics systems are essential tools of educational management
7. In 2025, analytics support self-directed autonomous learning
8. In 2025, most teaching is delegated to computers
More details of the study are available at laceproject.eu
Learning Analytics: What is it? Why do it? And how?Timothy Harfield
Presentation delivered to graduate students at Emory University as part of a TATTO (Teaching Assistant Training and Teaching Opportunity) brown bag session.
ABSTRACT
Learning analytics is 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. Data driven approaches to teaching and learning are rapidly being adopted within educational environments, but there is still much confusion about what learning analytics is, what it can do, and how it is best employed.
This talk will provide a general overview of the field of learning analytics, its terminology and methods, as well as contemporary ethical debates. It will also introduce several open source and Emory-supported analytics tools available to students and instructors to facilitate the achievement of various learning outcomes.
Online academic support & student retention: Early signs of a positive correl...Studiosity.com
At Studiosity's "Students First 2019" Symposium:
Online academic support & student retention: Early signs of a positive correlation at CQUniversity CQUniversity has found indications of a positive correlation between Studiosity usage and retention, when compared to retention rates in the general student cohort. This presentation will walk through these findings and offer some useful food for thought.
Chris Veraa is Director of Student Experience at CQUniversity, and brought the room three years (2017, 2018, 2019) worth of data on Studiosity users: retention, academic success, rates of unit failure, and also how students’ anecdotal feedback compares to academic outcomes.
CQUniversity Studiosity users (on average):
• Have a 16.45% higher rate of retention than the cohort
• Experience 21.7% less unit failure than the cohort
• Are 17.31% less likely to be placed on academic probation than the cohort
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Introduction to Learning Analytics in BlackboardTimothy Harfield
Instructions for how to use and interpret the "Activity Compared to Others" feature in Blackboard. (Requires installation of Blackboard Analytics for Learn)
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
Five short presentations from a panel session at the Learning Analytics and Knowledge Conference 2015, on the topic of "Learning Analytics - European Perspectives", held at Marist College, Poughkeepsie on March 18th 2015. The speakers are: Rebecca Ferguson, Alejandra Martinz Mones, Kairit Tammets, Alan Berg, Anne Boyer, and Adam Cooper.
La Trobe's success developing the student experience - Professor Jessica Vand...Studiosity.com
Professor Jessica Vanderlelie - La Trobe's Pro Vice-Chancellor Student Success - is one of Australia's most dedicated drivers of the student experience. Which makes it even more appropriate that she welcomed 'Students First 2019' delegates this year.
Listening to students is a critical part of driving effective change. Jessica described La Trobe University’s initiatives to put student feedback at the centre of the university. Delegates also heard that 70% of Studiosity users felt they’ll get a higher grade, 81% of Studiosity users felt more confident, and Studiosity users were 44% more likely to stay enrolled.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
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
ABLE - EMFD presentation - NTU student dashboard streamEd Foster
Student Dashboard - Lessons Learned
Covering:
Why NTU is interested in Learning Analytics
Solutionpath's StREAM resource
Research from the Student Dashboard
NBS's experience of embedding the Dashboard into working practice
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 Learning Analytics tool is used to analyse students’ activity from automatically recorded user log data and to build interactive visualizations, which provide valuable insights into the learning process and participation of students in a course offered to teachers and students.
Learning dashboards for actionable feedback: the (non)sense of chances of suc...Tinne De Laet
Presentation at Leuven Learning Lab’s first annual Educational Technology conference day on Learning Analytics
(https://www.kuleuven.be/english/education/learning-lab).
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Is learning analytics applicable in more traditional higher education settings? This talk will share experiences and lessons learned from two European projects (ABLE and STELA) that aimed at developing learning dashboards for more traditional higher education institutions and integrating it within actual educational practices. The talk will challenge your beliefs regarding “chances of success” and predictive models in higher education.
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
This details a successful data-driven redesign of Math 215, an online statistics concepts course at Franklin University. The redesigned course incorporated new interactive educational multimedia. This new design resulted in improved student retention, better student performance, and better satisfaction with the course.
The idea of blended learning—combining digital curricula and tools with face-to-face instruction—for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.
Top Ten Things Learned From Ten Years of Online Statistics Teaching (Michelle...statisfactions
Here are the slides for Dr. Michelle Everson's presentation to the Winter 2014 Meeting of the American Statistical Association's Twin Cities Chapter, focused on statistics education. Dr. Everson is Senior Lecturer in the Department of Educational Psychology at the University of Minnesota—Twin Cities.
Scalable, Actionable, and Ethical Learning Dashboards: a reality checkTinne De Laet
Keynote presentation at Edmedia 2018 conference: https://www.aace.org/conf/edmedia/speakers/.
Results of Erasmus+ projects ABLE (www.ableproject.eu) and STELA (www.stela-project.eu) on learning dashboards for supporting first-year students.
Able - AUA NTU Learning Analytics External Presentation - Feb 2017Ed Foster
Learning Analytics: moving from potentially, to genuinely useful.
Topics covered
• Developing the NTU Student Dashboard
• Research into the accuracy of the Dashboard
• Student & staff feedback
• Moving from potential to really useful
ABLE - E-Learning Symposium December 2016Ed Foster
Topics covered
• Overview of NTU Student Dashboard
• Recent Dashboard developments…
• … and the reasoning behind these
• The next steps for the Dashboard
ABLE - E Foster - Learning Analytics keynote - Dublin December 2016Ed Foster
Learning Analytics: Moving from potentially useful to useful. Covering:
Developing the NTU Student Dashboard
Research into the accuracy of the Dashboard
Student & Staff Feedback
This is a toolkit for course teams to use to improve student retention and engagement on their courses. It was developed by the HERE Project team (2012).
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
ABLE - Inside Government E Foster 26th November 2015
1. Case Study: Using Learning Analytics to Improve
the Student Learning Experience
Ed Foster, Student Engagement Manager, NTU
Effectively Utilising Higher Education Data, 26th November 2015
2. How does NTU use data to improve the
student learning experience?
• Going to talk from the perspective of the NTU Student Dashboard
– Learning analytics resource
• Context
– Building on solid foundations
• Quality management process
• Strategy of moving towards institutional data warehouse with management reporting
• Extensive use of surveys including effective dry runs for the NSS
• Dashboard development came from 3 drivers
– What Works? Student Retention & Success
– Internal audit
– Information Systems strategy of engaging suppliers in a dialogue about
developing Learning Analytics
3. Learning Analytics
• Use of institutional data sets to develop an understanding about
outcomes for individual students or groups
• Potentially, learning analytics can alert staff and students to the
risks of a student dropping out early, or under-performing
• For me, analyics must be action oriented
• Learning analytics is only as useful as the action it instigates
• Other uses
– Making MOOCs more appealing
– Curriculum design
– Testing the efficacy of learning and teaching strategies/ interventions
– Fascinating insight into computing departments
4. What did we set out to achieve?
Goal Individual learner
• Improve
retention
Early warning alerts to tutors
Enable students to benchmark own engagement
• Improve sense of
belonging/
engagement
Notes facility to agree action plans, record
meetings
Tool for interaction between tutor & student
• Improve
attainment
Benchmark engagement & see positive
behaviours
Students can see own grades and feedback
• Data for analysis by cohort
• Improving University systems
• Character references & other potential data sharing
5. How does the dashboard work?
NTU
Student
Dashboard
Student biographical
info, e.g. enrolment
status
(not used for analysis)
Evidence of student
engagement
• Door swipes
(where appropriate)
• Library books
• VLE use
• Dropbox
submissions
•2015-16
• Attendance
• Electronic
resources
Staff
view
Student
view
Compares student
engagement across
the cohort & gives
rating
Can make
comments
in free text
box
Raises
alerts!!
Purchased Student Dashboard from Solutionpath.co.uk
10. Engagement for
past 5 days
Explanation of
engagement
ratings
Advice about
what to do to
improve
engagement
11.
12. Does it work?
• Yes
• 24% of students with low average engagement progressed from the
first year to the second
• 92% of those with high average engagement
• Average engagement by far outweighs any demographic or entry
qualification disadvantage
• 42% of final year students with low average engagement achieved a
2:1 or first
• 81% of students with a high average engagement
All data from 2013-14 data set
14. Dashboard Impact: Students
• 27% of students reported that they had changed their behaviour in response to the
data provided by the Dashboard
“Become more engaged
with the NOW so it shows
high engagement rating,
and so I'm higher than
the class average.”
“Attending more
lectures and seminars to
increase my performance
chart from satisfactory to
high. ”
“Accessed more material
on NOW and using library
more frequently”
“Increased my attendance
and told someone if I will be
late or not attending. Also
more use of the library.”
Also seen competition between peers & Dashboard appearing in student culture
15. Dashboard impact: Tutors
• Started to see changes to tutor behaviours
• In the pilot survey 80% felt that the data provided by the
Dashboard changed how they worked with students
[The Dashboard] “enabled me
to view a better profile of
the student and target
interaction accordingly”
“As I knew which students
were not engaging with their
course, I could contact them.
It was useful to have an
email prompt about what to
do and information about how
to contact the students.”
"It gives me a quick picture
of my tutorial group, which
will help support them, and
track their progress."
16. Yes about 1-2
times
Yes about
monthly
Yes about weekly
Yes whenever
I’ve had an alert
email
very useful 2 1 11 4
quite useful 7 26 27 8
undecided 13 11 1 4
Not very useful 7 9 2 2
Not at all useful 1 2 2
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%AxisTitle
Relationship between Dashboard use and
staff perceptions of usefulness (n=140)
Survey conducted summer 2015
18. Learning analytics is only as useful as the
actions it instigates
For the academic to
jump into the bath
tub, they need
time, training,
motivation, to
have easy access
to data, a room to
talk to the student
or space to email
them.
Just knowing that
they need to jump
is only the first link
in the chain
19. The sector already has enough data to act,
but appears not to have done so
ECU
report
from
2010 –
evidence of
attainment gap
comfortably 10 years
old – 3 complete
generations of
University students
20. Exploiting the data provided by learning
analytics
• We are confident that the Dashboard delivers accurate
timely data to staff and students
• We can confidently say that it changes student behaviours,
but requires much further research to understand scale and
depth of change
• We are working on the point where we have identified a
problem
– What interventions work?
– & for which students?
• NTU is leading an Erasmus+ project to investigate effective
interventions (we are recruiting)
– KU Leuven and U Leiden
• If you’re interested in finding out more, we are running a
free symposium on Thursday 10th December
– Learning Metrics, Learning Analytics at Nottingham Trent University