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 - 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
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.
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.
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 - 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
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.
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.
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.
Students First 2020 - Usage and impact of academic supportStudiosity.com
Comparing Studiosity with other forms of Academic Support – An ‘ecosystem’ of student support services.
Jennifer Lawrence, Program Director, University of New England
Presentation by Russ Little. Provides an overview of Integrated Planning and Advising Systems (IPAS). Demonstrates how the Student Success Plan software and My Academic Plan (MAP) function, and evidence of their effectiveness.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
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.
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]
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.
Using Learning Analytics to Assess Innovation & Improve Student Achievement John Whitmer, Ed.D.
Presentation about Learning Analytics for JISC network event; discussion of research findings and implications for individual and institutions considering a Learning Analytics project. Also discuss implications for my work with Blackboard on "Platform Analytics."
12 years’ experience of adjudicating on complaints from students across the HE sector has provided the OIA with a unique perspective on how students’ complaints have changed during a time of rapid change in the sector; and how HE Providers’ procedures and approaches have evolved in order to address them. This session will inform participants of current trends and emerging themes in the complaints which students bring to the OIA. The impact of the OIA’s Good Practice Framework will be assessed. We will set out how it has been, and continues to be developed since its initial publication in December 2014 and in light of the expansion of the sector and of OIA membership. The session will use case studies and will give delegates an opportunity to discuss examples of good practice and challenges faced when dealing with complaints and appeals, with particular reference to embedding good practice and to emerging trends.
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
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
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.
Students First 2020 - Usage and impact of academic supportStudiosity.com
Comparing Studiosity with other forms of Academic Support – An ‘ecosystem’ of student support services.
Jennifer Lawrence, Program Director, University of New England
Presentation by Russ Little. Provides an overview of Integrated Planning and Advising Systems (IPAS). Demonstrates how the Student Success Plan software and My Academic Plan (MAP) function, and evidence of their effectiveness.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
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.
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]
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.
Using Learning Analytics to Assess Innovation & Improve Student Achievement John Whitmer, Ed.D.
Presentation about Learning Analytics for JISC network event; discussion of research findings and implications for individual and institutions considering a Learning Analytics project. Also discuss implications for my work with Blackboard on "Platform Analytics."
12 years’ experience of adjudicating on complaints from students across the HE sector has provided the OIA with a unique perspective on how students’ complaints have changed during a time of rapid change in the sector; and how HE Providers’ procedures and approaches have evolved in order to address them. This session will inform participants of current trends and emerging themes in the complaints which students bring to the OIA. The impact of the OIA’s Good Practice Framework will be assessed. We will set out how it has been, and continues to be developed since its initial publication in December 2014 and in light of the expansion of the sector and of OIA membership. The session will use case studies and will give delegates an opportunity to discuss examples of good practice and challenges faced when dealing with complaints and appeals, with particular reference to embedding good practice and to emerging trends.
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
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
OPEN EDUCATION BRIDGING THE GAP INEQUALITY OF HIGHER EDUCATION OPPORTUNITY
(Case: E-Learning Strategy Indonesian Open Distance Education)
Devi Ayuni
Andy Mulyana
Ginta Ginting
UNIVERSITAS TERBUKA, INDONESIA
Analysing analytics, what is learning analytics?Moodlerooms
Take look at analytics in the learning eco-system, including what sort of data is being analysed, who needs the data and what are they going to do with it? This session also looked at the data that can come from Moodle and what questions it can help you and your institution answer.
Local school board members are a key link between school districts and communities. They represent public concerns around testing and can hold district officials accountable. Given the critical role that local school boards play, Achieve and the National School Boards Association have developed “Assessment 101” resources for school board members. This professional development module is designed to:
· outline the critical role school boards play in supporting high quality assessment systems;
· introduce school board members to key assessment concepts and issues;
· provide an introduction to the Student Assessment Inventory for School Districts as a process to streamline testing and support limited, high-quality assessments for all students.
Similar to ABLE - Learner Analytics Symposium - Rebecca Edwards (20)
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
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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).
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
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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.
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ABLE - Learner Analytics Symposium - Rebecca Edwards
1. Using NTU’s Student Dashboard to open new insights into successful
students and successful staff interventions
Rebecca Edwards & Ed Foster
2. Presentation overview
• Introduction to STELA and ABLE projects
• Understanding how to improve student engagement
• Using engagement data to measure the impact of interventions
• Next steps – pilot studies at NTU
3. STELA Project
• The main goal of the STELA project is to enhance a successful
transition from secondary to higher education by means of
learning analytics.
• The STELA project…
Involves designing and building student and staff facing analytics dashboards
Aims to develop dashboards that go beyond identifying as-risk students;
allowing actionable feedback for all students on a large scale
• NTU is ‘case study zero’ following involvement in “What works?”
Student Retention and Success and based on experience with the
NTU Student Dashboard
STELA Project: 562167-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD
4. ABLE Project
• The main goal of the ABLE Project team is to research strategies
and practices for using learning analytics to support students
during their first year at university. Our work focuses on both
developing the technological aspects of learning analytics and, more
importantly, on how it can be used to actually support students.
• The ABLE project…
Involves developing the technological aspects of learning analytics
Focuses on how learning analytics can be used to support students
• NTU is project lead
ABLE Project: 2015-1-BE-EPPKA3-PI-FORWARD
5. Understanding how to improve student
engagement
• NTU has three years’ worth of data to demonstrate that
engagement is an important factor in student success
• Challenges around being able to improve a student’s engagement,
and if this will change a student’s trajectory
• The NTU Student Dashboard offers two advantages:
Tool to
provide data
Tool to
analyse
impact
6. Logging into the NTU Student Dashboard
• Student Transition Survey (STS) results show that many students
report changing behaviour based on seeing data in the Dashboard
0% 20% 40% 60% 80% 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
Increased the amount of time you spend studying
Changed your behaviour to raise or maintain your
engagement score (for example made sure that you swiped
to go into a building)
Checked your attendance
% Of students who responded 'yes- very often, often or sometimes'
Student actions after logging in to the Dashboard (n=753,
Feb/Mar 2017)
7. Logging into the NTU Student Dashboard
• Design and framing of Dashboard very important
• Recent, small scale research on student perceptions of the
Dashboard found that seeing the data results in positive reactions
8. Who are we asking about the Dashboard?
• STS and student interviews were offered to all students, but who
answered?
• Results should not be dismissed, but it is important lens
NB: 85 % of students who answered the STS gave us permission to link their answers to their end of
year engagement
9. Relationships between log-ins and success
• Positive correlation between the number of log-ins to the Dashboard
and student progression and attainment
• Question: Is the Dashboard serving as a tool to improve outcomes
or is logging into the Dashboard an activity successful students do?
10. What type of students are logging into the
Dashboard
• Broad usage across university with >90 % of students logging in
once or more
• But, it is the most engaged students who log-in most frequently,
and hence who are likely to benefit most
11. The role of staff in changing student outcomes
• Need to accept that the Dashboard will not inspire and motivate all
students importance of staff as change agents
• Staff are encouraged to help those students who will not proactively
seek help themselves – this is not a trivial task
• We need more data on ‘what works?’ to change students outcomes;
if it works, how it works, when it works
• The NTU Student Dashboard has the facility to add notes about staff
and student interactions, with the aim of combining the quantitative
data with the qualitative aspect of ‘what works
12. Notes in the NTU Student Dashboard
• Free text box allows staff flexible use but creates challenges around
broad brush analysis of the impact of notes
• First steps: case studies based on notes inputted in a systematic
manner
13. Library Learning and Teaching Team
• The team offers guidance covering all aspects of academic skills.
• Students can book 30 minute one-to-one sessions with team
members between 9 am and 5 pm using an online booking system
• In 2015-16, the eight team members inputted notes into the NTU
Student Dashboard during/shortly after one-to-one sessions with
815 students
More information about the team can be found at http://www4.ntu.ac.uk/library/learning_teaching/teaching_support/index.html
14. Who is using the 1:1 library service?
• 75 % of students had one note from a member of the library
learning and teaching team. One student had 21 notes.
• 83 % of notes for UG students (PGR students not in Dashboard)
15. Who is using the 1:1 library service?
• A higher proportion of fourth year students use the 1:1 service than
other years and usage varies across Schools
16. Who is using the 1:1 library service?
• Many of the Success for All groups are using the 1:1 service
marginally more than their counterparts, with the exception of male
students
17. Who is using the 1:1 library service?
• Students with the lowest (1-120) and highest (301 +) entry tariffs
were over represented in the data for users of the 1:1 service
18. Why use the Dashboard to measure impact?
• Daily engagement ratings allow the analysis of short term impact of
a specific intervention.
• Increasing a student’s engagement with the course is a success
factor in its own right.
• The data is automatically generated, it does not require additional
work to gather
19. How can the Dashboard be used to measure
impact?
• Daily engagement data allows two types of analysis:
1. Change in engagement over timeframe
2. Rate of change in engagement over timeframe
Date of
intervention
7 days
before
14 days
before
7 days after 14 days
after
• Important context for analysing impact of intervention:
1. Behaviour before intervention
2. Behaviour of others on same course
Time
20. Impact of Library Learning and Teaching
Team on student engagement
• After the note was inputted the proportion of students with
engagement higher than the course average increased
21. Impact of library learning and teaching team
on student engagement
• After the note was inputted the proportion of students whose rate of
increase in engagement was higher than course average increased
22. Timing of the appointments with the Library
Learning and Teaching Team
• Engagement increases in the time leading up to the appointment
with the library team for both the attending students and the course
average
• Engagement drops away less quickly for students who attended an
appointment with the library team
23. Timing of the appointments with the Library
Learning and Teaching Team
• Students appear to be using library as part of the process of engaging
more with the University, rather than the library appointment being
the trigger for increased engagement
24. Progression and attainment differences for
users of the 1:1 library service
• Progression rates for students who visited the library team was 8.6 %
higher than those who didn’t
• Average GPA was 2.6 points higher for progressing students who
visited the library team than for those who didn’t
25. Attainment differences for users of the 1:1
library service
• 65.2 % of students who used the service had a GPA equivalent of a
2:1 or first compared to 54.1 % for students who didn’t
• So 11.1 % more students who got a 2:1 or first for those who had an
appointment (20.5 % higher)
26. Engagement of students before meeting the
Library Learning and Teaching Team
• Students who visited the library team were more engaged with the
University than their course average before attending their one-to-
one appointment (as well as being more engaged afterwards)
One week before appointmentTwo weeks before appointment
27. Summary
• Students had higher engagement after visiting the Library Learning
and Teaching Team
• Students who used the 1:1 library service had better outcomes in
terms of progression and attainment than those who didn’t
What can we say about students who attended a 1:1 session with
the Library Learning and Teaching Team?
What can’t we say?
• Why did these student go?
• What worked well about these appointments, and what worked less
well?
• What impact did these appointments have on how the students felt?
• Did attending these appointment improve student outcomes or is
using this type of service an activity successful students do?
28. Summary
• Only 1.6 % of male (FT, UG) students in years 1-4 attended a one-
to-one session with the Library Learning and Teaching Team
compared with 3.9 % of female students
• On the day of the session with the Library Learning and Teaching
team only 8 % of students had an engagement ratings lower than the
course average
• At NTU we have sophisticated support mechanisms, but if they rely on
students taking the first step, then they appear to only work for the
most engaged students.
What is it important to say about students who attended a 1:1
session with the Library Learning and Teaching Team?
29. Next steps – pilot studies at NTU
• Referrals to services through the NTU Student Dashboard
– Signposting to support has been in Dashboard from start
– In 2015/16 the ability to make referrals to certain services was piloted
– In 2016/17 the referrals function will be expanded
• Further case studies of staff notes
– Notes functionality within Dashboard is being adapted to enable more analysis
of the impact of staff interventions on student outcomes
– Series of case studies based on courses using notes in a systematic way
• Students receiving alerts directly
– Previously “no engagement” alerts have been sent to staff only, in 2016/17 we
will trial sending alerts to students
– Automated email associated with alert will depend on the number of alerts a
student has generated
30. Thank you for listening.
Any questions?
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@ABLEproject_eu @STELA_Project