The document explores the integration of learning dashboards at KU Leuven and Nottingham Trent University, focusing on their use during the academic year and post-exam periods. These dashboards aim to improve student self-reflection and engagement through various tools that track learning skills and academic performance. It highlights the importance of context, individual reflection, and the support these tools provide in fostering academic success.

1. Data-based feedback
through learning
dashboards
Tinne De Laet, Rebecca Edwards
Katrien Heirwegh, Jasper Witters
Data-based feedback through
learning dashboards:
does it support the first-year experience?

2. 2
Welcome!

3. 3
1. General introduction
2. Learning dashboards during the year
a. LASSI
b. Student engagement dashboard
3. Learning dashboards after exam period
a. REX
b. LISSA
Content

4. General introduction

5. Learning Analytics?
“Learning analytics is
about collecting traces
that learners leave behind
and using those traces to
improve learning.”
Erik Duval
5
Learning Analytics and Educational Data Mining, Erik Duval’s Weblog, 30 January 2012, https://erikduval.wordpress.com/2012/01/30/learning-analytics-and-educational-data-mining/

6. Learning Dashboard?
“A dashboard is a visual
display of the most
important information
needed to achieve one or
more objectives;
consolidated and arranged
on a single screen so the
information can be
monitored at a glance.”
Stephen Few
6
Learning Analytics and Educational Data Mining, Erik Duval’s Weblog, 30 January 2012, https://erikduval.wordpress.com/2012/01/30/learning-analytics-and-educational-data-mining/

7. 7
• Aim of the dashboards?
• make student aware of own learning
• induce self reflection
• This workshop?
• discuss and actively use 4 dashboards
Learning dashboards

8. 8
Learning dashboards @ 2 institutions
KU Leuven
1) Dashboard to reflect on
learning skills (LASSI)
2) Dashboard for Results
of EXams (REX)
3) Interactive score
dashboard (LISSA)
NTU
Student engagement
dashboard (SED)

9. 9
Context matters!
KU Leuven – Belgium
- BAMA structure
- Two semester system
- 16 faculties
- > 55 000 students
- ! Admission requirements:
Flemish secondary diploma
- Range of qualification types,
primarily bachelor’s degrees
- Three semester system
- 10 academic Schools
- ~30 000 students
- ! Admissions requirements:
dependant on specific course
Nottingham Trent
University
(NTU) - UK

10. 10
Timing of learning dashboards
Start academic
year
Examination
period
1
2
3
1) Dashboard to
reflect on learning
skills (LASSI)
- During the year
- Student reflects
alone
2) Dashboard for Results
of EXams (REX)
- After the exams
- Student reflects alone
3) Interactive score
dashboard (LISSA)
- After the exams
- Student reflects
with student advisor
KU Leuven

11. Timing of learning dashboards
Start academic
year
Examination
period
Nottingham Trent
University
Full Name (Student ID) - Profile
Photo
Full Name (Student ID) - Assessments
1 1) Profile section of
Dashboard to help
build initial staff-tutor
relationship
- Student details
- Tutor details
2
2) Engagement,
Assessment and Notes
sections of Dashboard
- Reflect on behaviour,
assessment feedback and
staff-student interactions
Dashboard available 24/7, on and off
campus, for staff and student use.
Students see own Dashboard, staff are
mapped to relevant students’ Dashboards.

12. 12
1. General introduction
2. Learning dashboards during the year
a. LASSI
b. Student engagement dashboard
3. Learning dashboards after exam period
a. REX
b. LISSA
Content

13. Learning dashboards during the year
@KU Leuven
@NTU

14. 14
LASSI @KU Leuven
Start academic
year
Examination
period
1
2
3
1) Dashboard to
reflect on learning
skills (LASSI)
- During the year
- Student reflects
alone
2) Dashboard for Results
of EXams (REX)
- After the exams
- Student reflects alone
3) Interactive score
dashboard (LISSA)
- After the exams
- Student reflects
with student advisor
KU Leuven

15. LASSI – goal
let students reflect on their learning skills
• concentration
• motivation
• performance anxiety
• testing strategies
• time management
15

16. LASSI – how
• in the first week of the semester students fill out a validated
questionnaire (LASSI)
• questionnaire answers generate score for five scales
• students get e-mail with link to personal dashboard
16

17. 17
3. How does this relate to others?
2. How am I doing?
1. What is this about?
@yourScore@

18. 4. Why is this relevant?
5. What can I do about it?
18

19. 19
5. What can I do about it?

20. 20
SED @ NTU
Start academic
year
Examination
period
Nottingham Trent
University
Full Name (Student ID) - Profile
Photo
Full Name (Student ID) - Assessments
1
1) Profile section of
Dashboard to help
build initial staff-tutor
relationship
- Student details
- Tutor details
2
2) Engagement,
Assessment and Notes
sections of Dashboard
- Reflect on behaviour,
grades, feedback and
staff-student interactions
Dashboard available 24/7, on and off
campus, for staff and student use.
Students see own Dashboard, staff are
mapped to relevant students’ Dashboards.

21. 21
• The dashboard contains two types of data: static data from student records,
and active engagement data
• Engagement with university calculated using six different data sources:
• Activity on the Virtual Learning Environment (VLE)
• Online coursework submissions
• Card swipes into buildings
• Attendance at monitored events
• Library loans
• E-resource usage
• Engagement is reported to students as one of 5 different engagement ratings:
High, Good, Partial, Low, Very Low
Student Engagement Dashboard
Alert sent to
tutor if student
has 14 days of
no interaction
with these

22. 22
Engagement

23. 23
Full Name (Student ID) - Profile
Photo
Other tables on page: Entry Qualifications, Course Change
Profile

24. 24
Notes and Actions

25. 25
Resources

26. 26
Assessments
Full Name (Student ID) - Assessments

27. 27
Attendance

28. Your assignment! – 20 minutes
Prepare one statement (ONE sentence) that reflects a finding/question/advice of your group.
Explore the dashboard: learningdashboards.eu
Guiding questions.
• Would this work at your institution?
• Do you think this is useful for students?
• What is the ideal timing for this dashboard?
• What are (dis)advantages of positioning with peers?
• Is the relation with study success important?
• How do you support students with this dashboard?
28
Wifi: Instituto Cervantes
password: Cerutr15

29. 29
1. General introduction
2. Learning dashboards during the year
a. LASSI
b. Student engagement dashboard
3. Learning dashboards after exam period
a. REX
b. LISSA
Content

30. Learning dashboards after the exams
@KU Leuven

31. 31
REX @KU Leuven
Start academic
year
Examination
period
1
2
3
1) Dashboard to
reflect on learning
skills (LASSI)
- During the year
- Student reflects
alone
2) Dashboard for Results
of EXams (REX)
- After the exams
- Student reflects alone
3) Interactive score
dashboard (LISSA)
- After the exams
- Student reflects
with student advisor
KU Leuven

32. REX – goal
• A voluntary tool for students
• Reflect on their performance
• Subjectively => satisfaction rate
• & Objectively => through a comparative format
• Tips, referral, and regulations support the (self) reflection
32

33. 33

34. 34

35. 35

36. 36

37. 37
LISSA @KU Leuven
Start academic
year
Examination
period
1
2
3
1) Dashboard to
reflect on learning
skills (LASSI)
- During the year
- Student reflects
alone
2) Dashboard for Results
of EXams (REX)
- After the exams
- Student reflects alone
3) Interactive score
dashboard (LISSA)
- After the exams
- Student reflects
with student advisor
KU Leuven

38. 38
LISSA - june

39. 39
LISSA: interactive score dashboard

40. Guidelines for using comparative learning
dashboards in a counselling session
Relationally : acknowledge the student as a person first, let the student be the
owner of the counselling session and look for options together
40
I see you as a person
The learning
dashboard can
help you get more
insight in your
situation Ok

41. Guidelines for using comparative learning
dashboards in a counselling session
41
The dashboard triggers conversation and brings
depth and nuance to the counselling session
The dashboards shows
that in comparison with
other students your score
of Biophysics is low, any
idea why this is the case?
Yes, I’am
really
struggling
to apply the
theory …
What is my reality and what are my
(best) options?

42. LISSA – Benefits
FOR STUDY ADVISORS
• Creates overview
• Can visualize patterns
• Triggers/supports interaction
• Offers different tools after each
exam period
• Gut feeling is replaced by objective
data
FOR STUDENTS
• Helps to get an overview
• Gives an added value to the advising
session
• Is clear and correct
• Helps to get insight
42

43. Your assignment (bis)! – 20 minutes
Prepare one statement (ONE sentence) that reflects a finding/question/advice of your group.
Explore the dashboard: learningdashboards.eu
Guiding questions.
• Would this work at your institution?
• Do you think this is useful for students?
• What is the ideal timing for this dashboard?
• What are (dis)advantages of positioning with peers?
• Is the relation with study success important?
• How do you support students with this dashboard?
43
Wifi: Instituto Cervantes
password: Cerutr15

44. 44
Thank you for your participation!!