The document summarizes a presentation on using learning analytics to support disabled students. It discusses ethical issues around collecting student data and potential scenarios for how data could help various stakeholders, such as enabling disability services and exam officers to better support students. It also describes a case study where odds ratios were used to identify modules with accessibility deficits by looking at completion rate disparities between disabled and non-disabled students. The presentation concludes by discussing possibilities for future work, such as using analytics to identify "critical learning paths" and accessibility issues in individual modules.
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
This document discusses the use of social media in teaching undergraduate nursing students. It describes a lecturer's initial reluctance to use Twitter but finding success by starting with retweets and hosting a student Twitter chat. It led to resurrecting the school's nursing Twitter account with students curating it. Tips are provided for engaging students on social media, such as making content relevant, linking students to each other, and addressing issues respectfully. Benefits identified are developing skills in succinct writing, broader perspectives, networking, and preparing students for a digital future in nursing. The lecturer's work in this area is ongoing through research, conferences, and publications.
Engaging students by closing the feedback loopJisc
Anish Bagga presented the findings, best practices,and potential consequences of an ineffective feedback system and how Unitu has discovered a great way to close the feedback loop. Delivered at the Learning and teaching practice experts group on 22 April 2015
Speaker: Scott Hibberson, subject specialist (online learning and the digital student experience), Jisc
This workshop will build confidence to design and deliver a digital curriculum – one that will prepare students to learn successfully in digital settings, and to thrive in a digital world.
Three activities will be introduced and attendees will be encouraged to share ideas about completing them. Participants will then be able to take away the associated resources and complete, reflect on and follow up the activities in their own time.
Connect more with the future - Andy McGregor and Dr Praminda Caleb-SollyJisc
The final session of the day will incorporate two keynote speakers.
The first is Andy McGregor, our deputy chief innovation officer. Andy will focus on Jisc’s visions for its work across the education and research sectors.
The second speaker is Dr Praminda Caleb-Solly, associate professor in independent living systems at the University of the West of England (UWE Bristol).
Connect more in Cheltenham, 30 June 2016
Jisc Change Agents' Network webinar 30 June 2015Ellen Lessner
Dr. Eleanor Quince, University of Southampton and Charlotte Medland, a student on the project, presented an overview of the Mission Employable; a student-led employability activity.
'Reflect and review' the webinar series led by Sarah Knight.
The document summarizes the agenda and proceedings of the Student Experience Experts meeting held on 12/10/2016. It includes an introduction, housekeeping details, presentations and discussions on various topics related to technology enhanced learning such as using data to support learning, digital capabilities, and challenges in building digital learning environments. Members showcased initiatives at their institutions and there was a discussion on how Jisc can support advancing technology enhanced learning at institutions.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
This document discusses the use of social media in teaching undergraduate nursing students. It describes a lecturer's initial reluctance to use Twitter but finding success by starting with retweets and hosting a student Twitter chat. It led to resurrecting the school's nursing Twitter account with students curating it. Tips are provided for engaging students on social media, such as making content relevant, linking students to each other, and addressing issues respectfully. Benefits identified are developing skills in succinct writing, broader perspectives, networking, and preparing students for a digital future in nursing. The lecturer's work in this area is ongoing through research, conferences, and publications.
Engaging students by closing the feedback loopJisc
Anish Bagga presented the findings, best practices,and potential consequences of an ineffective feedback system and how Unitu has discovered a great way to close the feedback loop. Delivered at the Learning and teaching practice experts group on 22 April 2015
Speaker: Scott Hibberson, subject specialist (online learning and the digital student experience), Jisc
This workshop will build confidence to design and deliver a digital curriculum – one that will prepare students to learn successfully in digital settings, and to thrive in a digital world.
Three activities will be introduced and attendees will be encouraged to share ideas about completing them. Participants will then be able to take away the associated resources and complete, reflect on and follow up the activities in their own time.
Connect more with the future - Andy McGregor and Dr Praminda Caleb-SollyJisc
The final session of the day will incorporate two keynote speakers.
The first is Andy McGregor, our deputy chief innovation officer. Andy will focus on Jisc’s visions for its work across the education and research sectors.
The second speaker is Dr Praminda Caleb-Solly, associate professor in independent living systems at the University of the West of England (UWE Bristol).
Connect more in Cheltenham, 30 June 2016
Jisc Change Agents' Network webinar 30 June 2015Ellen Lessner
Dr. Eleanor Quince, University of Southampton and Charlotte Medland, a student on the project, presented an overview of the Mission Employable; a student-led employability activity.
'Reflect and review' the webinar series led by Sarah Knight.
The document summarizes the agenda and proceedings of the Student Experience Experts meeting held on 12/10/2016. It includes an introduction, housekeeping details, presentations and discussions on various topics related to technology enhanced learning such as using data to support learning, digital capabilities, and challenges in building digital learning environments. Members showcased initiatives at their institutions and there was a discussion on how Jisc can support advancing technology enhanced learning at institutions.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Leveraging change through digital capability - Sarah Davies, Beckie Dunsby, J...Jisc
Led by Sarah Davies, head of higher education and student experience, Jisc.
With contributions from:
Beckie Dunsby, learning technologies co-ordinator at Swindon College
Jayne Holt, assistant principal - learning services at Walsall College
Connect more in Cheltenham, 30 June 2016
What are students' expectations and experiences of technology?Jisc
What are students’ expectations and experiences of their digital environment?
Universities and colleges are increasingly working in partnership with their students on the development of their digital environment and content. As a result, students experience a digitally enabled learning experience which better meets their needs and offers them the digital skills they require for the workplace.
But do we really know how students are using technology and do they use the digital content provided or do they find their own from the wealth of resources available online?
This interactive workshop will provide participants with an overview of innovative approaches colleges and universities are using to gather their students’ views on digital and how they are they are using the data collected to inform the development of their digitally enhanced learning and teaching provision.
Laura Pasquini presented at the WNY Advising Technology Conference on connecting advising through technology. She discussed key trends in higher education like reduced funding and a changing student population that are impacting advising. Pasquini summarized research showing the importance of advising for student success and engagement. She outlined resources like degree audits, communication tools, and analytics that advisors can use to connect with students. Pasquini envisioned the future of advising being more integrated across departments and utilizing innovative technologies and online spaces to interact with students.
Digital student - understanding students' expectations and experiences of the...Jisc
Jisc’s research into students’ experiences and expectations of technology began in 2006 with the Learners’ Experiences of e-Learning programme. This became a reference study for the sector and helped change the way institutions understand students’ experiences with technology. Studies in partnership with the British Library, and work carried out by Jisc’s recent ‘Developing Digital Literacies' programme, have furthered our understanding of students' digital practices and needs. Now, through Jisc’s Co-Design programme, the Digital Student project has brought us up to date with how students' expectations are changing and what institutions are doing to keep up with them.
This workshop will offer delegates an opportunity to engage with the findings and recommendations from the Digital Student study and to consider what impact these could have in their own institutional context. A large part of the session will be taken up with a scenario planning activity in which delegates explore different outcomes depending on whether or not institutions rise to the digital challenge. There will be an opportunity to share effective approaches and to inform the next phase of activities being planned by Jisc to support the Digital Student Experience into the future.
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
The changing face of assessment and feedback: how technology can make a diffe...Jisc
1) The document discusses challenges in assessment and feedback practices and how technology can help address these challenges. It describes several university projects that developed principles and tools to improve assessment and feedback.
2) Key principles for effective assessment and feedback discussed include clarifying expectations, facilitating self-assessment and reflection, providing high-quality and actionable feedback, and using feedback to improve teaching.
3) Technologies described that can help implement these principles and address challenges include electronic assessment management systems, peer review tools, and analytics tools to study feedback.
Evidence-based practice in technology-enhanced learningJisc
How much do we know about what works in technology-enhanced learning in higher education?
How can universities and course teams ensure that they’re making most effective use of technology to improve students’ learning experience?
In this workshop you will hear from a range of universities on how they explore impact and what they’ve discovered about what works, and share any findings of your own.
We will also discuss how the evidence base can be brought together and made more accessible.
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
Supporting mental health awareness through the use of augmented reality - Jis...Jisc
This session showcased how South Staffordshire College and the charity Rethink Mental Illness created high quality augmented reality resources allowing early identification or self-referral of learners with hidden disabilities.
Designing and developing great courses together - Jisc Digifest 2016Jisc
Pearson’s course development team helps universities create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. We make design suggestions that promote your desired outcomes and after creating the course, track metrics so you can evaluate success.
By participating in the session, you will see examples of great learning design, understand Pearson’s participatory approach to developing courses, share ideas with colleagues, and apply principles to a live example.
Digital student - understanding students' expectations and experience of the ...ELESIGpresentations
Presentation from the JISC Digital Student project team: Helen Beetham, Dave White, Sarah Knight and Paul Bailey.
At ELESIG/JISC Digital Student Symposium, 26 March 2014
HEAL 570: Selecting Technology for Higher EducationLaura Pasquini
The document discusses selecting technology to support advising in higher education. It notes key issues in higher ed around reduced funding and a need to focus on retention and completion. There is also a desire from advisors for integrated systems that allow holistic student support and communication across different tools and campus systems. The document provides examples of advisor wishes for technology, such as a single sign-on portal and tools to connect with students. It emphasizes the importance of selecting technologies that meet student and advisor needs, support learning outcomes, and are compatible with existing campus systems and resources.
Connect more with peers and practice: Pecha Kucha sessions - Nottingham Unive...Jisc
This document provides information about online courses on e-learning and health offered by the Health E-Learning and Media team at the University of Nottingham. It includes links to courses on designing a MOOC and creating storyboards for online learning. It also shares positive learner feedback about the engaging nature of the courses and how participants felt part of a community of learners.
Evaluating online teachers presents some unique challenges but is important for quality and accountability. Three key points:
1) Evaluation must be aligned to standards like the iNACOL Online Teaching Standards and provide clear expectations for things like curriculum, feedback, and technology use.
2) Strategies include self-evaluations, goal-setting with accountability, and regular observations by administrators using tools like the learning management system.
3) Evaluation must be coupled with targeted professional development in areas like online pedagogy, technologies, and policies to improve teaching and support retention.
Realizing the potential of online and blended professional development Barbara Treacy
This document discusses the potential benefits and challenges of online and blended professional development (PD) for teachers. It outlines principles of effective PD, such as being focused on student learning and addressing specific curricular content. Online and blended PD can provide flexibility, access to experts, opportunities for reflection and collaboration, and tools to personalize and extend learning over time. However, developing high-quality online content and facilitation requires training, resources, and technical infrastructure. Effective online PD designs incorporate goals, personalization, differentiation, and facilitation techniques to foster participation and keep discussions on topic.
The document discusses quality online teaching and professional development. It addresses what quality online teaching entails and why it matters, how to ensure and evaluate quality, and the preparation and professional development needed by online teachers. Some key aspects of quality online teaching include establishing clear expectations, providing feedback, addressing individual needs, and using technology effectively. The document also discusses standards and criteria for quality online course design, as well as the importance of ongoing professional development for online instructors in areas like content, pedagogy, technologies, and policies.
Data sharing and analytics in research and learningJisc
Learning analytics: progress and solutions - Niall Sclater and Michael Webb, both Jisc
Reading analytics - Clifford Lynch, CNI
Sharing data safely and it's re-use for analytics – David Fergusson, Francis Crick
Jisc and CNI conference, 6 July 2016
This document provides an overview of current practices and activities related to assessment in further education. It discusses Jisc's work in this area since 2011, including case studies, guidance documents, and surveys of institutions. Key challenges identified include inconsistent assessment practices, a lack of focus on developing learners, and cultural concerns about new technologies. The document outlines steps being taken to address these challenges through collaborative work with awarding bodies and regulators. It promotes a shift from e-assessment to more holistic technology-enhanced assessment and provides examples of how technologies can improve the assessment process and learner experiences. Case studies highlight early adopter institutions and their initiatives using technologies like e-portfolios and social media to enhance assessment, feedback, and learner employability
This document summarizes Jisc's role in supporting the UK ORCID consortium. Jisc established the UK ORCID consortium to reduce costs and provide benefits to UK higher education institutions. Jisc provides technical and community support to consortium members, including responding to support requests, coordinating events, and creating documentation. The support aims to facilitate ORCID adoption and integration across UK universities.
Leveraging change through digital capability - Sarah Davies, Beckie Dunsby, J...Jisc
Led by Sarah Davies, head of higher education and student experience, Jisc.
With contributions from:
Beckie Dunsby, learning technologies co-ordinator at Swindon College
Jayne Holt, assistant principal - learning services at Walsall College
Connect more in Cheltenham, 30 June 2016
What are students' expectations and experiences of technology?Jisc
What are students’ expectations and experiences of their digital environment?
Universities and colleges are increasingly working in partnership with their students on the development of their digital environment and content. As a result, students experience a digitally enabled learning experience which better meets their needs and offers them the digital skills they require for the workplace.
But do we really know how students are using technology and do they use the digital content provided or do they find their own from the wealth of resources available online?
This interactive workshop will provide participants with an overview of innovative approaches colleges and universities are using to gather their students’ views on digital and how they are they are using the data collected to inform the development of their digitally enhanced learning and teaching provision.
Laura Pasquini presented at the WNY Advising Technology Conference on connecting advising through technology. She discussed key trends in higher education like reduced funding and a changing student population that are impacting advising. Pasquini summarized research showing the importance of advising for student success and engagement. She outlined resources like degree audits, communication tools, and analytics that advisors can use to connect with students. Pasquini envisioned the future of advising being more integrated across departments and utilizing innovative technologies and online spaces to interact with students.
Digital student - understanding students' expectations and experiences of the...Jisc
Jisc’s research into students’ experiences and expectations of technology began in 2006 with the Learners’ Experiences of e-Learning programme. This became a reference study for the sector and helped change the way institutions understand students’ experiences with technology. Studies in partnership with the British Library, and work carried out by Jisc’s recent ‘Developing Digital Literacies' programme, have furthered our understanding of students' digital practices and needs. Now, through Jisc’s Co-Design programme, the Digital Student project has brought us up to date with how students' expectations are changing and what institutions are doing to keep up with them.
This workshop will offer delegates an opportunity to engage with the findings and recommendations from the Digital Student study and to consider what impact these could have in their own institutional context. A large part of the session will be taken up with a scenario planning activity in which delegates explore different outcomes depending on whether or not institutions rise to the digital challenge. There will be an opportunity to share effective approaches and to inform the next phase of activities being planned by Jisc to support the Digital Student Experience into the future.
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
The changing face of assessment and feedback: how technology can make a diffe...Jisc
1) The document discusses challenges in assessment and feedback practices and how technology can help address these challenges. It describes several university projects that developed principles and tools to improve assessment and feedback.
2) Key principles for effective assessment and feedback discussed include clarifying expectations, facilitating self-assessment and reflection, providing high-quality and actionable feedback, and using feedback to improve teaching.
3) Technologies described that can help implement these principles and address challenges include electronic assessment management systems, peer review tools, and analytics tools to study feedback.
Evidence-based practice in technology-enhanced learningJisc
How much do we know about what works in technology-enhanced learning in higher education?
How can universities and course teams ensure that they’re making most effective use of technology to improve students’ learning experience?
In this workshop you will hear from a range of universities on how they explore impact and what they’ve discovered about what works, and share any findings of your own.
We will also discuss how the evidence base can be brought together and made more accessible.
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
Supporting mental health awareness through the use of augmented reality - Jis...Jisc
This session showcased how South Staffordshire College and the charity Rethink Mental Illness created high quality augmented reality resources allowing early identification or self-referral of learners with hidden disabilities.
Designing and developing great courses together - Jisc Digifest 2016Jisc
Pearson’s course development team helps universities create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. We make design suggestions that promote your desired outcomes and after creating the course, track metrics so you can evaluate success.
By participating in the session, you will see examples of great learning design, understand Pearson’s participatory approach to developing courses, share ideas with colleagues, and apply principles to a live example.
Digital student - understanding students' expectations and experience of the ...ELESIGpresentations
Presentation from the JISC Digital Student project team: Helen Beetham, Dave White, Sarah Knight and Paul Bailey.
At ELESIG/JISC Digital Student Symposium, 26 March 2014
HEAL 570: Selecting Technology for Higher EducationLaura Pasquini
The document discusses selecting technology to support advising in higher education. It notes key issues in higher ed around reduced funding and a need to focus on retention and completion. There is also a desire from advisors for integrated systems that allow holistic student support and communication across different tools and campus systems. The document provides examples of advisor wishes for technology, such as a single sign-on portal and tools to connect with students. It emphasizes the importance of selecting technologies that meet student and advisor needs, support learning outcomes, and are compatible with existing campus systems and resources.
Connect more with peers and practice: Pecha Kucha sessions - Nottingham Unive...Jisc
This document provides information about online courses on e-learning and health offered by the Health E-Learning and Media team at the University of Nottingham. It includes links to courses on designing a MOOC and creating storyboards for online learning. It also shares positive learner feedback about the engaging nature of the courses and how participants felt part of a community of learners.
Evaluating online teachers presents some unique challenges but is important for quality and accountability. Three key points:
1) Evaluation must be aligned to standards like the iNACOL Online Teaching Standards and provide clear expectations for things like curriculum, feedback, and technology use.
2) Strategies include self-evaluations, goal-setting with accountability, and regular observations by administrators using tools like the learning management system.
3) Evaluation must be coupled with targeted professional development in areas like online pedagogy, technologies, and policies to improve teaching and support retention.
Realizing the potential of online and blended professional development Barbara Treacy
This document discusses the potential benefits and challenges of online and blended professional development (PD) for teachers. It outlines principles of effective PD, such as being focused on student learning and addressing specific curricular content. Online and blended PD can provide flexibility, access to experts, opportunities for reflection and collaboration, and tools to personalize and extend learning over time. However, developing high-quality online content and facilitation requires training, resources, and technical infrastructure. Effective online PD designs incorporate goals, personalization, differentiation, and facilitation techniques to foster participation and keep discussions on topic.
The document discusses quality online teaching and professional development. It addresses what quality online teaching entails and why it matters, how to ensure and evaluate quality, and the preparation and professional development needed by online teachers. Some key aspects of quality online teaching include establishing clear expectations, providing feedback, addressing individual needs, and using technology effectively. The document also discusses standards and criteria for quality online course design, as well as the importance of ongoing professional development for online instructors in areas like content, pedagogy, technologies, and policies.
Data sharing and analytics in research and learningJisc
Learning analytics: progress and solutions - Niall Sclater and Michael Webb, both Jisc
Reading analytics - Clifford Lynch, CNI
Sharing data safely and it's re-use for analytics – David Fergusson, Francis Crick
Jisc and CNI conference, 6 July 2016
This document provides an overview of current practices and activities related to assessment in further education. It discusses Jisc's work in this area since 2011, including case studies, guidance documents, and surveys of institutions. Key challenges identified include inconsistent assessment practices, a lack of focus on developing learners, and cultural concerns about new technologies. The document outlines steps being taken to address these challenges through collaborative work with awarding bodies and regulators. It promotes a shift from e-assessment to more holistic technology-enhanced assessment and provides examples of how technologies can improve the assessment process and learner experiences. Case studies highlight early adopter institutions and their initiatives using technologies like e-portfolios and social media to enhance assessment, feedback, and learner employability
This document summarizes Jisc's role in supporting the UK ORCID consortium. Jisc established the UK ORCID consortium to reduce costs and provide benefits to UK higher education institutions. Jisc provides technical and community support to consortium members, including responding to support requests, coordinating events, and creating documentation. The support aims to facilitate ORCID adoption and integration across UK universities.
Digital scholarship and identifiers - Geoffrey Bilder, CrossReff
Share update – Elliott Shore, Association of Research Libraries
Jisc Monitor update – Neil Jacobs, Jisc
Infrastructure and services to track research activity – Daniel Hook, Digital Science
Jisc and CNI conference, 6 July 2016
The General Data Protection Regulation (GDPR) that takes effect in May 2018 provides additional incentives for organizations to strengthen information security practices. It requires companies to notify regulators of data breaches within 72 hours and individuals if there is a high risk to their rights and freedoms. Non-compliance with GDPR could result in fines of up to 20 million euros or 4% of annual global turnover. The regulation supports proactive security measures like encryption and incident response plans to mitigate potential damage from breaches and demonstrate compliance.
Cyber crime is increasing in sophistication, impact, and frequency according to a presentation by Charlie McMurdie of PwC. A wide range of threat actors carry out attacks including organized criminals, nation states, hackers, and insiders. Common motivations include financial gain, hacktivism, and espionage. High profile breaches have stolen personal and payment details impacting millions. Companies face direct costs like investigation, indirect costs like loss of customers, and intangible costs like damage to brand. Cyber attacks are now conducted on an industrial scale by organized criminal networks. Recent news reports highlight teenage hackers operating underground forums and groups like Anonymous targeting financial institutions. McMurdie argues a network approach is needed to counter
The document discusses the role of the Chief Information Security Officer (CISO) at the University of Edinburgh. It outlines that the CISO was appointed to provide central leadership on information security risks across the university. The CISO's main responsibilities include leading the information security strategy, managing information security risks from internal and external threats, advising on security threats, and developing security policies and governance. Initial priorities for the CISO included recruiting a security team, focusing on users, overhauling risk governance, and supporting strategic projects. Keys to success are aligning with the university's digital transformation strategy, gaining buy-in from colleges, ensuring business areas own their risks, and providing supporting services through collaboration.
The document discusses cyber incident handling and reporting. It notes that 65% of large firms and 1 in 4 businesses experienced a cyber breach or attack in the past year. It outlines steps for businesses to take to prepare for and handle cyber incidents, including having an incident response plan, understanding network topology, and ensuring key points of contact. It provides details on where to report historic or ongoing cyber incidents and crimes. It also describes the Cyber Information Sharing Partnership (CiSP), a platform for sharing cyber threat information between government and industry.
1. The document discusses creating learning health systems (LHS) that use data to continually improve healthcare delivery and establish a social contract to share data for public benefit.
2. It proposes connected health cities (CHC) pilots in four regions of Northern England to test LHS approaches and share knowledge between regions.
3. The goals are to optimize care delivery using data, engage the public on data sharing, and accelerate digital health business growth in Northern England.
NHS-HE forum information governance working groupJisc
The document summarizes discussions from an NHS-HE Forum Information Governance Working Group meeting. The working group deals with governance issues like the Information Governance Toolkit, NHS Digital Framework Contract, and data sharing agreements. It represents 36 organizations and meets quarterly. The group interacts with other advisory boards and works on standards around data security, patient consent, and ongoing topics like comparing governance toolkits and training. Newcastle University's implementation of these standards is also discussed.
Certifying and Securing a Trusted Environment for Health Informatics Research...Jisc
The document discusses the certification and securing of a trusted environment for health informatics research data at the University of Dundee. It provides an overview of the Health Informatics Centre, its research data management platform, safe haven architecture, and ISO27001 certification. The platform standardizes data extraction and release, adds metadata and quality checks. A safe haven uses pseudonymized data and virtual environments prevent data from leaving. ISO27001 certification provides governance and reduces documentation through standardized information security practices.
Nick Moore discusses working with students at the University of Gloucestershire on ISO27001, an international information security standard. He proposes involving computing students who are now in the industry to provide a real-life scenario that builds links between students and staff while developing IT Services' defensive capabilities with a managed risk profile. The key is maintaining balance between business goals, student expectations, and quantified risks.
Jisc aims to support UK education and research communities through digital transformation. It focuses on student digital experience, learning analytics, and providing architecture and services to support learning analytics. Learning analytics applies techniques like machine learning and data mining to help students and institutions meet their goals by improving retention, achievement, and employability. It can identify at-risk students, encourage help-seeking, and analyze which interventions are effective. Jisc's learning analytics project provides a code of practice, toolkit, and student app to support institutions in adopting learning analytics approaches.
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 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.
This document discusses using data and learning analytics to inform blended learning design and delivery. It describes learning design and curriculum design, as well as learning analytics and how they interact. Potential uses of data discussed include understanding what learning materials and activities students engage with the most, what students are learning, and tailoring learning design based on the characteristics of incoming student cohorts. Challenges around legal/ethical issues, data wrangling, and institutional culture are also addressed. The document encourages discussion of current and potential uses of curriculum analytics within institutions.
The case for learning analytics - Jisc Digifest 2016Jisc
Jisc is developing a learning analytics service in consultation with universities and colleges, suppliers and key stakeholders. The rationale is to provide universities and colleges with a basic solution that can form the basis of a complete solution to all you learning analytics requirements.
We believe Jisc are uniquely placed to provide a national infrastructure that can support the future development of learning analytics within the UK.
This session will explore the case for learning analytics, does it work and do you need it?
This document summarizes several projects and resources related to learning analytics. It discusses the Learning Analytics Map of Activities, Research and Roll-out (LAMARR) project at the University of Edinburgh which aims to develop critical and participatory approaches to educational data analysis. It also mentions the Learning Analytics Report Card (LARC) project which explores critical awareness with report cards. Additionally, it provides an overview of the Supporting Higher Education to Integrate Learning Analytics (SHEILA) project which developed a learning analytics policy framework through interviews and surveys. The document also shares findings from the SHEILA project about the adoption of learning analytics in higher education and key challenges identified. It outlines the principles and purposes of the University of Edinburgh's
The document discusses requirements for learning analytics based on a lecture and workshop at East China Normal University. It begins with introductions and then outlines the day's plan to discuss definitions of analytics, actors in learning analytics, framework models, and requirements. It emphasizes starting with pedagogy and poses questions about what data is available and how to build trust. Ethical challenges are noted around data protection, privacy, transparency, and purpose. The goal is to use analytics to facilitate learning while avoiding instructivist approaches and stress for learners.
Open Academic Analytics Initiative - Campus Technology Innovator Award Presen...Joshua
The document provides an overview of the Open Academic Analytics Initiative (OAAI) project. The key points are:
1) OAAI is a project funded by the Gates Foundation to develop an open-source academic early alert system using learning analytics and predictive modeling of student data from LMS, SIS, and surveys.
2) The project developed a predictive model and deployed interventions to over 2,200 students across four institutions. Results showed statistically significant improvements in final grades and content mastery for at-risk students who received interventions.
3) Future research interests include factors that impact intervention effectiveness, customizing models for specific programs/subjects, and whether analytics can identify at-risk students who otherwise wouldn
NASPA Conference on Student Success: Designing for Student Success in a Hybri...brightspot
brightspot Founder Elliot Felix and Arizona State University Director of Projects Jonathan Myers presented Designing for Student Success in a Hybrid World at the NASPA Student Success Conference 2022.
Slides from Keynote presentation at the University of Southern California's 2015 Teaching with Technology annual conference.
"9:15 am – ANN Auditorium
Key Note: What Do We Mean by Learning Analytics?
Leah Macfadyen, Director for Evaluation and Learning Analytics, University of British Columbia
Executive Board, SoLAR (Society for Learning Analytics Research)
Leah Macfadyen will define and explore the emerging and interdisciplinary field of learning analytics in the context of quantified and personalized learning. Leah will use actual examples and case studies to illustrate the range of stakeholders learning analytics may serve, the diverse array of questions they may be used to address, and the potential impact of learning analytics in higher education."
Learning dashboards for actionable feedback: the (non)sense of chances of suc...Tinne De Laet
The document discusses the use of learning analytics dashboards to provide feedback to students in higher education. It describes two case studies at KU Leuven: LISSA, which provides analytics to advisors to support conversations with students, and a learning skills dashboard that gives students individualized feedback on skills like time management and concentration based on survey results. Evaluation found LISSA helped advisors guide students and increased student reflection. The skills dashboard was used by most students and improved perceptions of receiving feedback. The document provides best practices for learning analytics including starting small, involving stakeholders, and ensuring feedback is actionable.
The document discusses the SpeakApps project which aims to develop tools and tasks for oral production and interaction using a learning analytics approach. It provides an overview of learning analytics and references a learning analytics reference model. The model describes analyzing data from the SpeakApps platform to evaluate claims about task design, specifically regarding time limitations for recordings. Data sources would include behavioral logs from the platform and user generated content to assess the engagement and experiences of students, teachers, and instructional designers.
The document summarizes a meeting to discuss supporting staff to teach effectively online. It introduces Jisc's digital capability service and discovery tool, which includes a self-assessment quiz to evaluate digital skills. Feedback from the tool includes next steps and resources. A new question set on effective online teaching was developed through a review process. Key areas covered include knowledge acquisition, critical engagement, knowledge application, dialogue, collaboration, content creation, and supporting online learners. Challenges discussed include accessibility, non-institutional tools, assessing collaboration, specialist practices, and developing student online learning skills. Updates provided new case studies and information on digital capability events.
Learning analytics and Moodle: So much we could measure, but what do we want to measure? A presentation to the USQ Math and Sciences Community of Practice May 2013
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
FE digital student findings and recommendationsJisc
Findings and recommendations from the FE digital student project. Presented by Sarah Knight and Paul Bailey at the Learning and teaching practice experts group on 22 April 2015
1) The document discusses big data and learning analytics in education, including how it has been featured in the NMC Horizon Report from 2010-2013. It describes how big data can be used for educational research purposes such as modeling student knowledge, behavior, experiences, profiling student groups, and analyzing learning components and instructional principles.
2) Examples of learning analytics in practice are provided, including Purdue University's Signals project, Saddleback Community College's personalized learning system, and analytics tools used at other universities.
3) Potential applications of learning analytics discussed include using data to provide insights into student reading habits, facilitating anonymous peer feedback and grading in writing courses, and capturing data to engage students in interactive teaching situations.
Keynote Speaker
21st International Conference on Interactive Collaborative Learning & 47th IGIP International Conference on Engineering Pedagogy (ICL2018)
26-28 September 2018
Similar to Data and disadvantaged students - using learning analytics for inclusion (20)
The document announces a community launch event for digital storytelling in January 2024. It discusses using digital storytelling in higher education to support learning and teaching. Examples include using digital stories for formative assessment, reflective exercises, and research dissemination across various disciplines. Feedback from students and staff who participated in digital storytelling workshops was very positive and found it to be transformative and help give voice to their experiences. The document also profiles speakers who will discuss using digital stories to explore difficult concepts, hear the student voice, and facilitate staff reflections. It emphasizes that digital storytelling can introduce humanity and creativity into pedagogy and help develop core skills. Attendees will participate in a Miro activity to discuss benefits, applications,
This document summarizes a Jisc strategy forum that took place in Northern Ireland on December 14, 2023. It outlines Jisc's planned services and initiatives for 2023-2024, including expanding network access and launching new cybersecurity, analytics, and equipment services. It discusses feedback received from further and higher education members on how Jisc can better deliver solutions, empower communities, and provide vision/strategy. Activities at the forum focused on understanding members' needs/challenges and discussing how Jisc can better support key priorities in Northern Ireland, such as affordable infrastructure, digital skills, and cybersecurity for FE and efficiency, student experience, and collaboration for HE.
This document summarizes a Jisc Scotland strategy forum that took place on December 12, 2023. It outlines Jisc's planned solutions and services for 2023-2024 including deploying resilient Janet access, IT health checks, online surveys, SD-WAN services, and more. The document discusses how Jisc engages stakeholders through relationship management, research, communities, training and events. It summarizes feedback from further education and higher education members on how Jisc can improve advocacy by delivering the right solutions, empowering communities, and having a clear vision and strategy. Finally, it outlines activities for the forum, including understanding members' needs and priorities and discussing how Jisc supports national priorities in Scotland.
The Jisc provided a strategic update to stakeholders. Key highlights included:
- Achievements from the last year like data collection and analysis following the HESA merger, digital transformation support, and cost savings from licensing deals.
- Customer testimonials from Bridgend College on extending eduroam and from the University of Northampton on curriculum design support from Jisc.
- Priorities for the coming year like connectivity upgrades, new cybersecurity services, and improved customer experience.
- A financial summary showing income sources like membership fees and expenditures on areas like connectivity and cybersecurity.
This document summarizes VirtualSpeech, a company that provides virtual reality (VR) and artificial intelligence (AI) powered professional development training. It offers over 150 online courses covering topics like public speaking, leadership, and sales. Users can practice skills in immersive VR scenarios and receive feedback from conversational AI. The training is used by over 450,000 individuals across 130 countries and 150 universities. VirtualSpeech aims to enhance traditional learning with interactive VR practice sessions and real-time feedback to boost skills retention.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. While you wait…
http://tiny.cc/data-form
»If you haven’t had the chance
to do so, please take some
time to look at the data and
disadvantaged students pre-
session googleform.
02/03/2017 Data and disabled students 2
3. The net of meanings - 1
02/03/2017 Data and disabled students 3
4. The net of meanings - 2
02/03/2017 Data and disabled students 4
5. In this session we will…
Explore :
»Ethical issues
»Disability definitions and consequences
»Potential scenarios
»Your priorities
»A real life case study
02/03/2017 Data and disabled students 5
6. “learning analytics is the measurement, collection,
analysis and reporting of data about learners and their
contexts, for purposes of understanding and optimising
learning and the environments in which it occurs”
SoLAR – Society for Learning Analytics Research
02/03/2017 Data and disabled students 6
8. 86 issues in 9 groups
Group Name Question Main type Importance Responsibility
2 Consent Adverse impact of opting
out on individual
If a student is allowed to opt out of data collection and
analysis could this have a negative impact on their
academic progress?
Ethical 1 Analytics Committee
7 Action Conflict with study goals What should a student do if the suggestions are in conflict
with their study goals?
Ethical 3 Student
8 Adverse impact Oversimplification How can institutions avoid overly simplistic metrics and
decision making which ignore personal circumstances?
Ethical 1 Educational researcher
9. Group Name Question Main type Importance Responsibility
2 Consent Adverse impact of opting
out on individual
If a student is allowed to opt out of data collection and
analysis could this have a negative impact on their
academic progress?
Ethical 1 Analytics Committee
7 Action Conflict with study goals What should a student do if the suggestions are in conflict
with their study goals?
Ethical 3 Student
8 Adverse impact Oversimplification How can institutions avoid overly simplistic metrics and
decision making which ignore personal circumstances?
Ethical 1 Educational researcher
jisc.ac.uk/guides/code-of-practice-for-learning-
analytics
12. Accessibility Considerations for Learning Analytics
1. Remember that learning analytics is not assessment
2. Avoid the labelling of individuals and reinforcing of prejudice and stereotypes
3. Maintain disabled students’ confidentiality
4. Handle the inference of disabilities from the analytics appropriately
5. Ensure that the analytics do not unfairly single out disabled students
6. Use analytics to identify modules where there appear to be accessibility issues
7. Ensure that student-facing analytics are accessible
8. Ensure that interventions are worded appropriately
» https://analytics.jiscinvolve.org/wp/2016/12/14/accessibility-considerations-for-learning-analytics/
Jisc Learning Analytics Accessibility Webinar
13. Contacts
Paul Bailey paul.bailey@jisc.ac.uk
Niall Sclater niall.sclater@jisc.ac.uk
Further Information:
http://www.analytics.jiscinvolve.org
Join: analytics@jiscmail.ac.uk
Jisc Learning Analytics 2017
15. The data discussion
1. How do you encourage disabled
students to disclose?
2. Which of your institutional data
sources might be relevant to
supporting disabled students?
3. Which disabled students are
visible in your data?
4. How mature is the technology?
Discussion:
02/03/2017 Data and disabled students 15
16. Brainstorm Scenarios
» Design of learner data
› What is collected (ethics, level of detail e.g. disability and other co-morbid factors,
process and outcome),
› Design of interface (usability and accessibility),
» Support learner progress
› Documenting/disclosing barriers provides an additional method of early identification for support by
tracking progress,
› Informing course design and learner attainment
› Improving learning and teaching practice
› Comparing progress of disabled versus non disabled learners
» Evaluate institutional/support services
› Usage of institution wide assistive technology (e.g. text to speech)
› Library uptake of productivity software, ebook usage,
02/03/2017 Data and disabled students 16
17. Design: Stakeholder engagement:
Senior manager
»“We've invited a range of stakeholders to
be involved in our learning analytics
steering group – including support staff
and people with accessibility needs”
02/03/2017 Data and disabled students 17
Roll of roles…
Senior manager
18. Design: Learner engagement
Student Union President
»“Students are actively involved in
deciding what information they see on
their own personal dashboard.”
02/03/2017 Data and disabled students 18
Roll of roles…
Senior manager
Student union president
19. Design: Exam arrangements
Examination Officer
»“Some people need access
arrangements for exams. It’s always
involved lots of consultation and
meetings. Now its just a touch of a
button”
02/03/2017 Data and disabled students 19
Roll of roles…
Senior manager
Student union president
Examination officer
20. Support: Consistency
Study skills tutor
»Now there’s less room for students
to slip through the net because all
the support services have the same
information at the same time
so can work together.
02/03/2017 Data and disabled students 20
Roll of roles…
Senior manager
Student union president
Examination officer
Study skills tutor
21. Support: Responsiveness
Head of disability service
» Student data helps me track the
progress of students who have disclosed
a barrier to learning so we can respond
more swiftly.
02/03/2017 Data and disabled students 21
Roll of roles…
Senior manager
Student union president
Examination officer
Study skills tutor
Head of disability service
22. Support: Prioritise
Dyslexia specialist
» I used to spend ages chasing students
who missed their appointments. Now I
can instantly check their other progress
and leave them alone if they’re
succeeding.
02/03/2017 Data and disabled students 22
Roll of roles…
Senior manager
Student union president
Examination officer
Study skills tutor
Head of disability service
Dyslexia specialist
23. Evaluate: Support strategies
Assistive technologist
»As well as asking about a learners
disability we've tried to capture
more specific detail about the
technology strategies recommended
through the assessment.
02/03/2017 Data and disabled students 23
Roll of roles…
Senior manager
Student union president
Examination officer
Study skills tutor
Head of disability service
Dyslexia specialist
Assistive technologist
24. Evaluate:Teaching approaches
Lecturer
»I can see how changes to my resources
and activities have impacted on
everyone's engagement, and
particularly benefited my disabled
students.
02/03/2017 Data and disabled students 24
Roll of roles…
Senior manager
Student union president
Examination officer
Study skills tutor
Head of disability service
Dyslexia specialist
Assistive technologist
Lecturer
25. Evaluate:Teaching approaches
Learning technologist
»“I can see who is using the learning
platform and how often .This makes it
easy to see where content might be
difficult to access.”
02/03/2017 Data and disabled students 25
Roll of roles…
Senior manager
Student union president
Examination officer
Study skills tutor
Head of disability service
Dyslexia specialist
Assistive technologist
Lecturer
Learning technologist
26. Evaluate: Library technology support
Library manager
» We can now monitor the usage/uptake
of enabling technology software in our
library. This helps us to adopt a more
targeted strategy for promotion of
productivity tools to enhance the
support we offer.
02/03/2017 Data and disabled students 26
Roll of roles…
Senior manager
Student union president
Examination officer
Study skills tutor
Head of disability service
Dyslexia specialist
Assistive technologist
Lecturer
Learning technologist
Library manager
27. Evaluate: E-books and journals:
Collections manager
»“I can see who is using the resources
such as e-books and e-journals. If
there are any anomalies I can ask why.
By exploring use by different
categories of student we can plan
more effective intervention and
support”
02/03/2017 Data and disabled students 27
Roll of roles…
Senior manager
Student union president
Examination officer
Study skills tutor
Head of disability service
Dyslexia specialist
Assistive technologist
Lecturer
Learning technologist
Library manager
Collections manager
28. Evaluate: blended learning
E-learning manager
»“I can begin to correlate
outcomes for disabled student
with online provision in
different subject areas.
Now I have proof that CPD in
blended learning pays
dividends for disabled
students."
02/03/2017 Data and disabled students 28
Roll of roles…
Senior manager
Student union president
Examination officer
Study skills tutor
Head of disability service
Dyslexia specialist
Assistive technologist
Lecturer
Learning technologist
Library manager
Collections manager
E-learning manager
29. Evaluate: Data planning
Data analyst
»“I can begin to plan for the future
in ways that can extend what is
currently possible to do.With my
colleagues I can begin to shape
our data to really meet the needs
of a wider group of learners.”
02/03/2017 Data and disabled students 29
Roll of roles…
Senior manager
Student union president
Examination officer
Study skills tutor
Head of disability service
Dyslexia specialist
Assistive technologist
Lecturer
Learning technologist
Library manager
Collections manager
E-learning manager
Data analyst
30. Where this fits in your institution
http://bit.ly/2lFgpwv
02/03/2017 Data and disabled students 30
31. What Can Analytics Contribute to Accessibility in
e-Learning Systems and to Disabled Student’s
Learning
Martyn Cooper, Rebecca Ferguson and Annika Wolff
32. Context to the research
• OU – distance educator
• Larger than average no. of disabled students
• Greater challenges in responding to individual needs of
disabled learners at a distance
• Students can declare a disability. But don’t necessarily know
what type and no two disabled students are the same, anyway
33. The question
• Can learning analytics be used to identify modules with
accessibility deficits?
34. First pass
• Look at average completion rates.
– 1338 modules analysed
– Can show 50% completion rate if 1 of 2 students with declared
disability drops out.
– Low numbers can skew results
– Solution: analyse only modules with >25 disabled students = 668
modules
35. Refined approach using odds ratios
• Odds ratios can determine for 2 groups whether one group is
more or less likely to achieve an outcome than another group.
• It is a relative measure of the odds of one outcome occurring,
given a particular criteria compared to odds of it happening in
absence of the criteria
• In this case:
– Outcome is success of students on the course
36. Using odds ratios to find
accessibility issues
• A bigger odds ratio = bigger disparity between groups
• But - need to find threshold above which you can say there is a problem
Threshold of > 3 looks
sufficient to identify
where accessibility is
most likely factor to
explain difference
37. Summary
• Low numbers make applying statistical measures very difficult
• Not suitable for a large number of modules
• Identifies where there might be a problem – but not how to fix
it
38. Possible Future work
• Use research to find ‘critical learning paths’ to identify
accessibility issues on individual modules.
39. What next
»Follow up email with
› feedback form
› PDF of slides/notes
› Links to Google form,Tricider votes, Niall and Julia blog posts
»Link to recording (if we remembered to press Record!)
»New blog post summarising issues and questions arising
from session.
02/03/2017 Data and disabled students 39
40. jisc.ac.uk
One CastleparkTower Hill Bristol BS2 0JA
customerservices@jisc.ac.uk
T 020 3697 5800
Thank you for listening
Subject specialists Accessibility & Inclusion
Julia.Taylor@jisc.ac.uk
Alistair.McNaught@ jisc.ac.uk
02/03/2017 Data and disabled students 40
Margaret.McKay@ jisc.ac.uk
Editor's Notes
“Enshrined in the Jisc Code of practice is the principle that learning analytics should be for the benefit of all students“
Alistair
Holding slide – while you wait
It is night. I am standing alone in 25 acres of scrubland in rural Nicaragua looking at a the Seven Sisters in a sky brimming with stars.
A man with a rifle is walking towards me, demanding to know my business. I speak the Spanish of a 4 year old.
The gun is pointing towards me. I persuade him that I am part of the project team he is supposed to be guarding rather than shooting.
He asks why I am not with the rest of the team in the hut. Why am I out with the crickets, the dust and the snakes?
I explain I love stars and planets.
He tells me there was a news report that day about an asteroid that might hit earth in the 25th century. And what is the difference between an asteroid and a comet?
The chirp of the crickets grows louder as I search my Beginners Spanish vocabulary for the chapter on the formation of the solar system. I pick up a stick and – by the light of his torch - draw the sun in the dust.
I have a brainwave. Use complicated scientific words – they’re nearly all derived from Latin. It works. He is genuinely engaged.
That night I dream I am talking to him and I see his meanings falling through the air. I have a net of language but the weave is wide and many of the meanings slip through without me catching them. I know that as I learn Spanish the weave of the net will become smaller and smaller and the most delicate of meanings will be caught. Then I will more fully know the people to whom I speak.
Alistair
That net of language that catches finer and finer meanings from a speaker’s voice is exactly like the net of data that catches meaning from an institution’s processes, a tutor’s teaching, a library’s content or a learner’s progress. In this session we will look at how we can use the net of meanings to shape practice and personalise support.
Just like there are ethical implications of our communication, our speaking and listening, there are also ethical implications for our net of data. And that’s where we start this session.
Alistair
…have made you aware of the:
ethical issues surrounding learning analytics and their resonance with disabled students
opportunities and issues around disability definitions
range of potential positive scenarios within institutions
considerations relevant to your own institutional ambitions
In universities, colleges and schools we have lots of data, but it has traditionally been stored on paper and in filing cabinets – it’s been hard to access it and to analyse it. But this is changing. Many institutions are now collecting data more consistently and storing it in ways that it can be accessed easily and merged with other datasets to obtain greater insight on the effectiveness of educational processes.
“learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs”
SoLAR – Society for Learning Analytics Research
Jisc’s learning analytics project consists of three core strands: a learning analytics service, a toolkit to help institutions develop their capacities, and a community for sharing experience across institutions.
Jisc has produced a code of practice for learning analytics, built from an extensive literature review. Questions which informed the code include:
If a student is allowed to opt out of data collection and analysis could this have a negative impact on their academic progress?
What should a student do if the suggestions are in conflict with their study goals?
How can institutions avoid overly simplistic metrics and decision making which ignore personal circumstances?
The code of practice is available at http://jisc.ac.uk/guides/code-of-practice-for-learning-analytics
A screenshot of Tribal Student Insight, one of the products integrated with Jisc’s learning analytics architecture. It consists of a dashboard showing a student’s predicted risk scores for the modules she is taking.
Screenshots from Study Goal, the Jisc student app for learning analytics, showing an activity feed, course engagement and attainment data and a graph showing how your engagement compares with one of your friends over time.
Accessibility Considerations for Learning Analytics
Remember that learning analytics is not assessment
Avoid the labelling of individuals and reinforcing of prejudice and stereotypes
Maintain disabled students’ confidentiality
Handle the inference of disabilities from the analytics appropriately
Ensure that the analytics do not unfairly single out disabled students
Use analytics to identify modules where there appear to be accessibility issues
Ensure that student-facing analytics are accessible
Ensure that interventions are worded appropriately
https://analytics.jiscinvolve.org/wp/2016/12/14/accessibility-considerations-for-learning-analytics/
Contacts
Paul Bailey paul.bailey@jisc.ac.uk
Niall Sclater niall.sclater@jisc.ac.uk
Further Information:
http://www.analytics.jiscinvolve.org
Join: analytics@jiscmail.ac.uk
Straw poll
University of Wolverhampton identified >3o different sources of support for students.
How can learning analytics support consistency and clarity? If you have different definitions of ‘disability data’ you end up telling different stories.
What data do you collect? Does it have implicit accessibility data (e.g. from bursary,
May not be getting the data due to funding changes (DSA) BUT the data would still be useful – How will you get students to continue to disclose?
There is a need for evidence of impact (OFFA) Learning Analytics has great potential to shape provision
Are learners needs reflected in the data you collect, how could this be improved?
Brainstorm scenarios
Data 'stages' to consider: Deferent roles will play different parts but each will inform the other.
Design of learner data
What is collected (ethics, level of detail e.g. disability and other co-morbid factors, process and outcome),
Design of interface (usability and accessibility),
Support learner progress
Documenting/disclosing barriers provides an additional method of early identification for support by tracking progress,
Informing course design and learner attainment
Improving learning and teaching practice
Comparing progress of disabled versus non disabled learners
Evaluate institutional/support services
Usage of institution wide assistive technology (e.g. text to speech)
Library uptake of productivity software, ebook usage. Etc.
Like to expand on this further - and think about prospective scenarios within a typical institution. In addition … and in true Academy Awards style lets think about the roll of rolls – what key people might be involved or indeed be responsible.
Design stage and in particular Stakeholder engagement
“We've invited a range of stakeholders to be involved in our learning analytics steering group - including support staff and people with accessibility needs” ”
Senior managers might typically be involved in making decisions to initiate this
Design : Learner engagement
“Students are actively involved in deciding what information they see on their own personal dashboard.” (Student Union President might typically be involed )
Here we’re considering the impact of learner advocacy - nothing about us without us
Design stage - Exam arrangements
“Some people need access arrangements for exams. It’s always involved lots of consultation and meetings. Now its just a touch of a button” (Examination Officer)
Support – thinking about Consistency of support
Now there’s less room for students to slip through the net because all the support services have the same information at the same time so can work together. (Study skills support tutor)
Support opportunities: responsiveness.
Student data helps me track the progress of students who have disclosed a barrier to learning so we can respond more swiftly. (Head of disability services)
Support opportunities: Prioritise – don’t chase students who don’t need it!
I used to spend ages chasing students who missed their appointments. Now I can instantly check their other progress and leave them alone if they’re succeeding. (Dyslexia specialist)
Evaluate: Support strategies
As well as capturing information about a learners disability we've tried to find out more specific detail about the individual nature of a learners' need (e.g. keyboard only user, uses screen reading/magnification/text to speech software, has mental health issues) to help evaluate and audit our course demands and learner expectations .
Evaluate: Teaching approaches
I can see how changes to my resources and activities have impacted on everyone's engagement, and particularly benefited my disabled students.
(Lecturer)
Evaluate: Teaching approaches
“I can see who is using the learning platform and how often . This makes it easy to see where content might be difficult to access.”
Evaluate: Library technology support
We can now monitor the usage/uptake of enabling technology software in our library. This helps us to adopt a more targeted strategy for promotion of productivity tools to enhance the support we offer. (Library manager)
Learner data is used to adapt services and where identified to change/improve support services. e.g. access to information on study skills tools, different ways to introduce library services, additional CPD for students and staff on enabling technology approaches, engagement with IT staff (ref Loughbourough Uni Pedestal for Progression project)
In your organisation how likely is this practice to occur: answer on the poll.
A: Already widespread practice
B: Already well developed pockets
C: Likely to be a willingness
D Likely to be resistance
Evaluate: E-books and journals:
““I can see who is using the resources such as e-books and e-journals. If there are any anomalies I can ask why. By exploring use by different categories of student we can plan more effective intervention and support” Collections manager
Evaluate: blended learning“I can begin to correlate outcomes for disabled student with online provision in different subject areas. Now I have proof that CPD in blended learning pays dividends for disabled students.“E-learning manager
Evaluate: Data planning
“I can begin to plan for the future in ways that can extend what is currently possible to do. Witj my colleagues I can begin to shape our data to really meet the needs of a wider group of learners.” Data analyst
5 minute activity
http://bit.ly/2lFgpwv or http://www.tricider.com/brainstorming/2egTN8IYdK7
We are now like to invite you to reflect on some more scenarios in the context of your own organisation and your own role. I’ll add a link to this poll in the chat pane - http://bit.ly/2lFgpwv and we’d like to invite you to visit this page now – we’ll take 5 minutes to:
1.Review the 8 scenarios on the webpage
2.For each of these statements we’d like to invite you to vote for the top 3 that you think are most important for you, that you feel you would prioritise or indeed be the most helpful or achievable.
3.If you have time to - or you wish to – you might feel compelled to add a comment - please do add your own ‘argument’ or viewpoint under the pros and cons section
4.You may alternatively feel that you want to add an additional scenario – one that hasn’t been mentioned here.
Lets take some time and come back in 5 minutes –
This poll will be open for 100 plus days which means that you’ll be able to review what others have added, to reflect on these priorities in the context of your own organisation, share with colleagues and use as We’ve looked at the art of the possible, and now we are going to take the opportunity to hear about an example of practice learn about how one organisation has implemented approaches to use learner data to support disabled students.
What’s possible - Scenarios that make good use of learner information
What Can Analytics Contribute to Accessibility in e-Learning Systems and to Disabled Student’s Learning
Martyn Cooper, Rebecca Ferguson and Annika Wolff
Context to the research
OU – distance educator
Larger than average no. of disabled students
Greater challenges in responding to individual needs of disabled learners at a distance
Students can declare a disability. But don’t necessarily know what type and no two disabled students are the same, anyway
The question
Can learning analytics be used to identify modules with accessibility deficits?
First pass
Look at average completion rates.
1338 modules analysed
Can show 50% completion rate if 1 of 2 students with declared disability drops out.
Low numbers can skew results
Solution: analyse only modules with >25 disbaled students = 668 modules
Refined approach using odds ratios
Odds ratios can determine for 2 groups whether one group is more or less likely to achieve an outcome than another group.
It is a relative measure of the odds of one outcome occurring, given a particular criteria compared to odds of it happening in absence of the criteria
In this case:
Outcome is success of students on the course
Using odds ratios to find accessibility issues
A bigger odds ratio = bigger disparity between groups
But - need to find threshold above which you can say there is a problem
Threshold of > 3 looks sufficient to identify where accessibility is most likely factor to explain difference
Summary
Low numbers make applying statistical measures very difficult
Not suitable for a large number of modules
Identifies where there might be a problem – but not how to fix it
Possible Future work
Use research to find ‘critical learning paths’ to identify accessibility issues on individual modules.
What next?
Follow up email with
feedback form
PDF of slides/notes
Links to Google form, Tricider votes, Niall and Julia blog posts
Link to recording (if we remembered to press Record!)
New blog post summarising issues and questions arising from session.
Thank you for listening
Subject specialists Accessibility & Inclusion
Margaret.McKay@ jisc.ac.uk
Julia.Taylor@jisc.ac.uk
Alistair.McNaught@ jisc.ac.uk