Professor Chris Tisdell, Scientia Education Academy Fellow at the University of New South Wales (...and YouTube star, mathematician, former DJ...) kicked off the day by talking student word choice, feedback, and psychology, and wellbeing.
Chris presented findings from a national study which used the feedback from students from more than 20 universities. Why? After every Studiosity session, students give feedback. That feedback from students needs to be analysed and used in practical ways (especially recalling Associate Professor Phill Dawson on Day One, who discussed the importance of feedback literacy and translating it into action.) Online, 24/7 support is needed as much to fulfil student expectations for their overall university service experience, as it is needed for delivering learning outcomes.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
La Trobe's success developing the student experience - Professor Jessica Vand...Studiosity.com
Professor Jessica Vanderlelie - La Trobe's Pro Vice-Chancellor Student Success - is one of Australia's most dedicated drivers of the student experience. Which makes it even more appropriate that she welcomed 'Students First 2019' delegates this year.
Listening to students is a critical part of driving effective change. Jessica described La Trobe University’s initiatives to put student feedback at the centre of the university. Delegates also heard that 70% of Studiosity users felt they’ll get a higher grade, 81% of Studiosity users felt more confident, and Studiosity users were 44% more likely to stay enrolled.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Online academic support & student retention: Early signs of a positive correl...Studiosity.com
At Studiosity's "Students First 2019" Symposium:
Online academic support & student retention: Early signs of a positive correlation at CQUniversity CQUniversity has found indications of a positive correlation between Studiosity usage and retention, when compared to retention rates in the general student cohort. This presentation will walk through these findings and offer some useful food for thought.
Chris Veraa is Director of Student Experience at CQUniversity, and brought the room three years (2017, 2018, 2019) worth of data on Studiosity users: retention, academic success, rates of unit failure, and also how students’ anecdotal feedback compares to academic outcomes.
CQUniversity Studiosity users (on average):
• Have a 16.45% higher rate of retention than the cohort
• Experience 21.7% less unit failure than the cohort
• Are 17.31% less likely to be placed on academic probation than the cohort
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Preview of 2020 technology developments - Adam McNeil, Studiosity, CTOStudiosity.com
At the 'Students First' Symposium, Adam McNeil, Chief Technology Officer at Studiosity, discussed a critical part of improvement: data.
Adam first explained that the opportunities for Studiosity data also expanded with the services' move to 24/7. Adam also reminded us that data is only as good as the action it informs, and that Studiosity student data helps improve student engagement in other ways across the university, too. Drawing on examples of industries outside the education sector, the point was clear - do something with your data.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Helping students avoid plagiarism: Citation Alert - Mike Larsen and Sherwin H...Studiosity.com
Mike Larsen and Sherwin Huang led a discussion on feedback literacy and Studiosity's new 'Citation Alert' feature within Studiosity's Writing Feedback function.
Explaining that rather than take on another policing role, Studiosity seeks to help the vast majority of students who don't mean to plagiarise, but perhaps do - due to anxiety, feeling rushed, feeling tired.
Outcomes: Most plagiarism is unintentional, how can those students be better supported?
Recommended action: Studiosity partners can switch on Citation Alert in Semester 2, 2019.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Academic Writing Evaluation - Denise Stewart, General Manager Operations, and...Studiosity.com
Helping with more - and earlier - insight into students' writing abilities, Studiosity partners can already use the Academic Writing Evaluation (AWE) service now.
Outcomes: More students enrolling are less prepared. Universities need the insight to control the quality of degrees offered; and most importantly, to provide the best possible experience for the students arriving, regardless of CALD, EAL backgrounds, socio-economically diverse circumstances, including international enrolments.
Recommended action: Academic Writing Evaluation (AWE) - ask your Studiosity Partnership Manager to switch on this extra service for your students, or particular cohorts.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Social Market Foundation Report: Staying the CourseHobsons
New research from the Social Market Foundation (SMF) has found that no significant progress is being made on improving retention rates in higher education in England – but that institutions which are making a success of their ‘student experience,’ with more satisfied students, are likely to have higher rates of course completion.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Students First 2020 - Embracing and effectively leveraging online student sup...Studiosity.com
Students First 2020 - Prof Philippa Levy, PVC Student Learning at The University of Adelaide, discusses the path to successfully adopting Studiosity, and what has happened since for academic success, confidence, and student satisfaction. Prof Levy also looks at results and engagement for non-traditional students and international students.
La Trobe's success developing the student experience - Professor Jessica Vand...Studiosity.com
Professor Jessica Vanderlelie - La Trobe's Pro Vice-Chancellor Student Success - is one of Australia's most dedicated drivers of the student experience. Which makes it even more appropriate that she welcomed 'Students First 2019' delegates this year.
Listening to students is a critical part of driving effective change. Jessica described La Trobe University’s initiatives to put student feedback at the centre of the university. Delegates also heard that 70% of Studiosity users felt they’ll get a higher grade, 81% of Studiosity users felt more confident, and Studiosity users were 44% more likely to stay enrolled.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Online academic support & student retention: Early signs of a positive correl...Studiosity.com
At Studiosity's "Students First 2019" Symposium:
Online academic support & student retention: Early signs of a positive correlation at CQUniversity CQUniversity has found indications of a positive correlation between Studiosity usage and retention, when compared to retention rates in the general student cohort. This presentation will walk through these findings and offer some useful food for thought.
Chris Veraa is Director of Student Experience at CQUniversity, and brought the room three years (2017, 2018, 2019) worth of data on Studiosity users: retention, academic success, rates of unit failure, and also how students’ anecdotal feedback compares to academic outcomes.
CQUniversity Studiosity users (on average):
• Have a 16.45% higher rate of retention than the cohort
• Experience 21.7% less unit failure than the cohort
• Are 17.31% less likely to be placed on academic probation than the cohort
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Preview of 2020 technology developments - Adam McNeil, Studiosity, CTOStudiosity.com
At the 'Students First' Symposium, Adam McNeil, Chief Technology Officer at Studiosity, discussed a critical part of improvement: data.
Adam first explained that the opportunities for Studiosity data also expanded with the services' move to 24/7. Adam also reminded us that data is only as good as the action it informs, and that Studiosity student data helps improve student engagement in other ways across the university, too. Drawing on examples of industries outside the education sector, the point was clear - do something with your data.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Helping students avoid plagiarism: Citation Alert - Mike Larsen and Sherwin H...Studiosity.com
Mike Larsen and Sherwin Huang led a discussion on feedback literacy and Studiosity's new 'Citation Alert' feature within Studiosity's Writing Feedback function.
Explaining that rather than take on another policing role, Studiosity seeks to help the vast majority of students who don't mean to plagiarise, but perhaps do - due to anxiety, feeling rushed, feeling tired.
Outcomes: Most plagiarism is unintentional, how can those students be better supported?
Recommended action: Studiosity partners can switch on Citation Alert in Semester 2, 2019.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Academic Writing Evaluation - Denise Stewart, General Manager Operations, and...Studiosity.com
Helping with more - and earlier - insight into students' writing abilities, Studiosity partners can already use the Academic Writing Evaluation (AWE) service now.
Outcomes: More students enrolling are less prepared. Universities need the insight to control the quality of degrees offered; and most importantly, to provide the best possible experience for the students arriving, regardless of CALD, EAL backgrounds, socio-economically diverse circumstances, including international enrolments.
Recommended action: Academic Writing Evaluation (AWE) - ask your Studiosity Partnership Manager to switch on this extra service for your students, or particular cohorts.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Social Market Foundation Report: Staying the CourseHobsons
New research from the Social Market Foundation (SMF) has found that no significant progress is being made on improving retention rates in higher education in England – but that institutions which are making a success of their ‘student experience,’ with more satisfied students, are likely to have higher rates of course completion.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Students First 2020 - Embracing and effectively leveraging online student sup...Studiosity.com
Students First 2020 - Prof Philippa Levy, PVC Student Learning at The University of Adelaide, discusses the path to successfully adopting Studiosity, and what has happened since for academic success, confidence, and student satisfaction. Prof Levy also looks at results and engagement for non-traditional students and international students.
From Throwing Stones to Creating Ripples Ramapo’s Approach to Student SuccessHobsons
Joseph Connell, Director of Student Success, and Tracey Bender, Student Success Coordinator at Ramapo College discussed implementation and execution of Starfish and how intentionality, collaboration, and closing the loop have increased student success. Learn specific examples of how student success metrics have improved as a result of Starfish implementation and examples of how student-focused offices have leveraged the technology to create ripple effects that extend campus-wide.
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Toward an automated student feedback system for text based assignments - Pete...Blackboard APAC
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes.
This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
Naviance by Hobsons, the most widely used college and career readiness solution in the world, helps more than 7 million middle and high school students to identify their strengths and interests, explore careers, create academic plans, and find the right-fit college match.
Learn more: www.naviance.com
The 2015 Inside Higher Ed Survey of Community College Presidents [INFOGRAPHIC]Hobsons
Hobsons recently sponsored The 2015 Inside Higher Ed Survey of Community College Presidents, a study by Gallup and Inside Higher Ed. This report aims to understand how community college presidents perceive and address the challenges facing two-year institutions in the United States.
Download the report here: http://www.hobsons.com/education-trends/resource-center/industry-reports/2015-community-college-survey/
A look at how Studiosity is supporting partners digitally in the absence of on-campus visits.
This year's EMEA Studiosity Symposium was hosted online on 1st and 2nd April 2020.
Adult Student Gains Degree, Demographic, and Motivational InsightsHobsons
Hobsons and UPCEA partnered on a groundbreaking study one year ago to measure motivation and impact of degree completion. This year, analysis of the multi-year study revealed differences in motivation, career goals, and outcomes by major and demographic characteristics. Learn more about: www.hobsons.com
SUNY Broome is one of 64 campuses in the State University of New York System and a new member of Achieving the Dream. “Joining Achieving the Dream was important for us,” said Heather Darrow, Staff Associate for Student Retention. “We are striving to become a college that is proactive and not reactive. I think that’s why we joined when we did - and why we invested in Starfish. Both investments demonstrate our administration’s commitment to student success.” SUNY Broome focused on early alert flags and Kudos in their initial implementation, and now they are eager to do more. They are training faculty, building automated workflows around flags, and developing ways to encourage participation both within the faculty and for those in non-academic roles. This Webinar will focus on advice and “lessons learned” in the early stages of implementing the Starfish platform at a community college. As Heather Darrow said, “In the beginning it seemed very abstract – I know it can be hard to conceptualize how Starfish will work. But I figured it out, and others can too. I look forward to helping other schools!” Speakers: Heather Darrow, Staff Associate for Student Retention Michelle Beatty, Online Student Advisor
Associate Professor Tracey Bretag: Contract cheating implications for Teachin...Studiosity.com
"Contract cheating is a symptom, not a problem." Associate Professor Bretag provides an overview of the research on contract cheating and how students deal with it in the higher education landscape, at the 2018 Studiosity Symposium.
Watch the video of Tracey's presentation at https://youtu.be/6rS2mTIr1U4 [41mins]
The Secrets to Student Engagement & Compliance in Online Learning PresentationCirculus Education
Our first Industry Drinks Event of 2016 was held on the 19th of February, and was all about Student Online Engagement and Compliance. We are often asked countless questions around improving the student experience in online learning, so we've decided to answer all your questions! In this presentation, our Managing Director, Caroline Brock, shares the secrets of how to strike a balance between compliance, student outcomes, and business growth in online learning.
Opportunities to Engage First Year Students at Community CollegesHobsons
As part of the Student Success and Support Program (SSSP) led by the Chancellor’s Office, Los Medanos College began implementing tools from the Starfish Enterprise Success Platform – specifically, early alert and degree planning – in 2015. In this Webinar, you’ll learn about their recipe for implementing student success technologies within a statewide initiative.
Guided Pathways and iPASS: Supporting Student Success from Start to FinishHobsons
Stella and Charles Guttman Community College, the newest community college in the City University of New York, is an equity-driven, guided learning pathways institution. Having just completed our fourth year, Guttman’s educational model is proving to be successful in helping students make timely progress towards degree completion; our two- and three-year graduation rates are well above the national average.
From CLEP credit to online learning, technology-driven innovation is expanding throughout the education marketplace. Have you considered awarding credit for learning that occurs outside the traditional classroom? This presentation describes and evaluates the latest non-traditional credit-bearing programs, including MOOCs. Learn the features, benefits, and challenges of each program and gain insights for implementing strategies that work for students and institutions.
From Throwing Stones to Creating Ripples Ramapo’s Approach to Student SuccessHobsons
Joseph Connell, Director of Student Success, and Tracey Bender, Student Success Coordinator at Ramapo College discussed implementation and execution of Starfish and how intentionality, collaboration, and closing the loop have increased student success. Learn specific examples of how student success metrics have improved as a result of Starfish implementation and examples of how student-focused offices have leveraged the technology to create ripple effects that extend campus-wide.
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Toward an automated student feedback system for text based assignments - Pete...Blackboard APAC
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes.
This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
Naviance by Hobsons, the most widely used college and career readiness solution in the world, helps more than 7 million middle and high school students to identify their strengths and interests, explore careers, create academic plans, and find the right-fit college match.
Learn more: www.naviance.com
The 2015 Inside Higher Ed Survey of Community College Presidents [INFOGRAPHIC]Hobsons
Hobsons recently sponsored The 2015 Inside Higher Ed Survey of Community College Presidents, a study by Gallup and Inside Higher Ed. This report aims to understand how community college presidents perceive and address the challenges facing two-year institutions in the United States.
Download the report here: http://www.hobsons.com/education-trends/resource-center/industry-reports/2015-community-college-survey/
A look at how Studiosity is supporting partners digitally in the absence of on-campus visits.
This year's EMEA Studiosity Symposium was hosted online on 1st and 2nd April 2020.
Adult Student Gains Degree, Demographic, and Motivational InsightsHobsons
Hobsons and UPCEA partnered on a groundbreaking study one year ago to measure motivation and impact of degree completion. This year, analysis of the multi-year study revealed differences in motivation, career goals, and outcomes by major and demographic characteristics. Learn more about: www.hobsons.com
SUNY Broome is one of 64 campuses in the State University of New York System and a new member of Achieving the Dream. “Joining Achieving the Dream was important for us,” said Heather Darrow, Staff Associate for Student Retention. “We are striving to become a college that is proactive and not reactive. I think that’s why we joined when we did - and why we invested in Starfish. Both investments demonstrate our administration’s commitment to student success.” SUNY Broome focused on early alert flags and Kudos in their initial implementation, and now they are eager to do more. They are training faculty, building automated workflows around flags, and developing ways to encourage participation both within the faculty and for those in non-academic roles. This Webinar will focus on advice and “lessons learned” in the early stages of implementing the Starfish platform at a community college. As Heather Darrow said, “In the beginning it seemed very abstract – I know it can be hard to conceptualize how Starfish will work. But I figured it out, and others can too. I look forward to helping other schools!” Speakers: Heather Darrow, Staff Associate for Student Retention Michelle Beatty, Online Student Advisor
Associate Professor Tracey Bretag: Contract cheating implications for Teachin...Studiosity.com
"Contract cheating is a symptom, not a problem." Associate Professor Bretag provides an overview of the research on contract cheating and how students deal with it in the higher education landscape, at the 2018 Studiosity Symposium.
Watch the video of Tracey's presentation at https://youtu.be/6rS2mTIr1U4 [41mins]
The Secrets to Student Engagement & Compliance in Online Learning PresentationCirculus Education
Our first Industry Drinks Event of 2016 was held on the 19th of February, and was all about Student Online Engagement and Compliance. We are often asked countless questions around improving the student experience in online learning, so we've decided to answer all your questions! In this presentation, our Managing Director, Caroline Brock, shares the secrets of how to strike a balance between compliance, student outcomes, and business growth in online learning.
Opportunities to Engage First Year Students at Community CollegesHobsons
As part of the Student Success and Support Program (SSSP) led by the Chancellor’s Office, Los Medanos College began implementing tools from the Starfish Enterprise Success Platform – specifically, early alert and degree planning – in 2015. In this Webinar, you’ll learn about their recipe for implementing student success technologies within a statewide initiative.
Guided Pathways and iPASS: Supporting Student Success from Start to FinishHobsons
Stella and Charles Guttman Community College, the newest community college in the City University of New York, is an equity-driven, guided learning pathways institution. Having just completed our fourth year, Guttman’s educational model is proving to be successful in helping students make timely progress towards degree completion; our two- and three-year graduation rates are well above the national average.
From CLEP credit to online learning, technology-driven innovation is expanding throughout the education marketplace. Have you considered awarding credit for learning that occurs outside the traditional classroom? This presentation describes and evaluates the latest non-traditional credit-bearing programs, including MOOCs. Learn the features, benefits, and challenges of each program and gain insights for implementing strategies that work for students and institutions.
Calibrating Assessment Literacy Through Benchmarking TasksSimon Knight
Slides that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483
In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.
Managing Multiple Programs Building relationships and taking on challenges; o...Hobsons
Managing Multiple Programs
Building relationships and taking on challenges;
one, two or ninety at a time.
Presented by Suzanne Anandappa and Pat Bond
Hobsons University 2015
ABLE - EMFD presentation - NTU student dashboard streamEd Foster
Student Dashboard - Lessons Learned
Covering:
Why NTU is interested in Learning Analytics
Solutionpath's StREAM resource
Research from the Student Dashboard
NBS's experience of embedding the Dashboard into working practice
Academic integrity: Shining a light on cheating and ghostwritingLearningandTeaching
Ann Wilson provides an overview of the Academic Integrity framework, and shares her learnings from the APCEI (Asia Pacific Conference on Educational Integrity) conference.
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...Bart Rienties
To what extent are institutions using insights from NSS and institutional surveys to transform their students’ experience?
What are the key enablers and barriers for integrating student satisfaction data with QA and QE
How are student experiences influencing quality enhancements
What influences students’ perceptions of overall satisfaction the most? Are student characteristics or module/presentation related factors more predictive than satisfaction with other aspects of their learning experience?
Is the student cohort homogenous when considering satisfaction key drivers? For example are there systematic differences depending on the level or programme of study?
Students First 2020 - Usage and impact of academic supportStudiosity.com
Comparing Studiosity with other forms of Academic Support – An ‘ecosystem’ of student support services.
Jennifer Lawrence, Program Director, University of New England
Students First 2020: Digital Campus, A program to empower & enable digital ed...Studiosity.com
Prof Kevin Ashford-Rowe, DVC Digital Learning and Dr Caroline Rueckert Director Student Success share how QUT - an innovative, tech-capable university - saw the need to evolve and build internal consensus for the digital student experience in recent years, and shares what that looks like in 2020-2021 in response to new velocity, urgency, and inclusive student care.
In this session Prof Ashford-Rowe and Dr Rueckert invite discussion around the need and velocity for change, through the lens of thoughtful direction, a students-first approach, and due diligence.
- The 3rd campus, and insight into QUT's cohort
- Digital at heart vs digital in part
- Equitable student support, Studiosity
- Building consensus and support for investment in the "third campus", from leadership to all key technology, academic, and student services stakeholders.
Challenges faced by universities in online education - EMEA Online Symposium ...Studiosity.com
Neil Mosley of Cardiff University examined some of the challenges universities face in online education, with a focus on what to change, think and do differently.
Neil’s three key suggestions for universities to consider for the next academic year were:
- Invest and invest wisely in people and technology
- Seriously consider forming partnerships
- Don’t delay!
Students helping other students with study questions: digitalised peer assist...Studiosity.com
Three trials of online peer study support took place at Australian and New Zealand universities in 2019, allowing students to help other students with study questions, on-demand. The trials were a global first at this scale, allowing students within the same institution to connect with each other on-demand, one-to-one, within a robust quality control system. The university programs were designed to enable course and institution-specific assistance to students, at their time of need, and alongside existing study support.
In the first public reporting on the online peer-to-peer trials, Mike Larsen spoke to delegates from the UK and Ireland at the EMEA Online Symposium 2020.
How are students actually using technology? EMEA Online Symposium 2020Studiosity.com
At the EMEA Symposium 2020, Sarah Knight, Head of data and digital capability at Jisc, delivered a data-focused insight into how students are actually using technology in further and higher education. Here are some key findings:
- Office for Students predicts that over a million digitally skilled people will be needed by 2022 whilst 24% of HE students said they never worked online with others
- 70% of HE students agreed that digital skills were important for their chosen career but only 42% agreed that their course prepared them for the digital workplace
Here are the key recommendations that, now more than ever, can practically help your students:
- Raise awareness of the importance of digital skills
- Ensure they know what digital skills they need to have before they start and provide opportunities to develop these only online
- Encourage collaboration to emulate business practices
- Embed digital skills through curriculum design
This year's EMEA Studiosity Symposium was hosted online on 1st and 2nd April 2020.
Language and access: Understanding the language barrier from a Deaf perspecti...Studiosity.com
Dylan Beasley, Project Officer at deafConnectEd, presented in Auslan to the 'Students First' room. Dylan explained deaf people of course have differing education experiences, capabilities, personal and family circumstances, and past experiences. Also, under the demand-driven system, this diversity in student backgrounds is now the norm for the entire student population. So with greater personalisation, accessibility of support, and improved duty of care, will the Deaf community start to benefit as well?
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
The myth of 21st century skills and the reality of learning - Dr Jared Cooney...Studiosity.com
At Studiosity's "Students First 2019" Symposium.
The Learning Blueprint: http://lme.global/students-first
In this session, Dr Jared Cooney Horvath - Educational Neuroscientist, Melbourne Graduate School of Education, University of Melbourne - dissects 21st century skills (Critical Thinking, Creativity, and Collaboration) and explores why they are so hard - potentially impossible - to teach, and talk about the only truly ‘future-proof’ skill there is: learning.
So, are university students learning to learn? Students - as part of their degree - should be equipped to be better critical thinkers, communicators, collaborators, and creators in order to have sustainable and successful careers, and for society to benefit from effective problem solvers.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Feedback and cheating: Rethinking two hard problems that really matter - Asso...Studiosity.com
At Studiosity's "Students First 2019" Symposium:
We are in the midst of cheating panic and some responses aren’t evidence based, explains Associate Professor Phillip Dawson, Keynote, and Associate Director of the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University. Phill asked the room to consider - what if we let important cheating regulation carry out its function, without detracting from productive student feedback processes?
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
The opportunity and waste of human potential: Managing the mental health of t...Studiosity.com
At Studiosity's "Students First 2019" Symposium:
The renowned youth mental health advocate, Australian of the Year, and this year's keynote, Professor Pat McGorry, addressed the critical need for early intervention for tertiary students.
This year's Studiosity 'Students First' Symposium was hosted at La Trobe University City Campus, 25 and 26 July 2019.
Chris Fitzpatrick, Studiosity: Results - the 2018 National Student SurveyStudiosity.com
Chris presents the results of the 2018 National Student Survey that gathered insights into student experience and wellbeing of 1000 Australian students.
Watch the video of the presentation at https://youtu.be/wcKawEYUUV8 [29mins]
Pam Muth and Lisa Bolton: Optimising QILT to improve the student experienceStudiosity.com
Customising the Student Experience Survey questions can help universities to align its objectives with the institution's strategic goals. As part of the Studiosity Symposium 2018, Lisa Bolton explains how Studiosity support could be measured to showcase 24/7 support for a better students experience.
Watch the video of the presentation at https://youtu.be/8ETp_Ej0lpY [56mins]
Ittima Cherastidtham - Grattan institute - Dropping out: the benefits and cos...Studiosity.com
Higher Education Fellow Ittima Cherastidtham shares the outcomes of the University attrition and student support report, co-written with Andrew Norton.
Watch the video of the presentation at https://youtu.be/rSBeHyEQEJw [13mins]
Professor Chris Tisdell, UNSW: Teacherbot - toward AI in higher educationStudiosity.com
"Any teacher who could be replaced by a robot, should be." Professor Chris Tisdell engages the audience in a chat with a bot and explores how quickly higher education could or couldn't be replaced with artificial intelligence.
Watch the video of Chris' presentation at https://youtu.be/sFPhktaMMno [28mins]
A Decade of Digital Education: We Are Still Learning (Studiosity Symposium 2017)Studiosity.com
A Decade of Digital Education: We Are Still Learning
A look into digital education over the past 10 years. What’s worked? What hasn’t? And what can we be doing better?
Keynote presenter:
Assoc. Prof. Chris Tisdell, Associate Dean (Education), Faculty of Science, UNSW
Data driven innovation for student success (Studiosity Symposium 2017)Studiosity.com
Empowering cross-institutional collaboration to drive holistic approaches to student success that leverage the power of student centered analytics and prepare our graduates for the new world of work
Keynote:
Associate Professor Jessica Vanderlelie
Innovative Research Universities Vice Chancellors’ Fellow, Australian Learning & Teaching Fellow
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Acknowledgements
• Joint work between: Brodie, Tisdell & Sachs
• Research supported through an Industry Network Seed
Fund from UNSW & Studiosity
• Ethics approval (HC180014) obtained via UNSW’s Human
Research Ethics Committee
• Dr Lesley Halliday co-wrote the associated ethics paperwork
• The second and third authors are members of the Studiosity
Academic Advisory Board.
3. Our work in a nutshell
• This case study is designed to capture the lived
experience of university students receiving online,
formative pre-submission feedback on their academic
writing.
• We investigate three key research questions on the
provision of feedback to students and use of technology:
4. Research Questions
• What do students perceive to be the characteristics
of a positive online writing feedback interaction?
• What changes (if any) are there to students’
perceptions of themselves or their work as a result
of the interaction?
• What, if any, other factors influence the interaction?
5. Ask the Audience!
• In your opinion, what are the feelings identified
by students when seeking help / feedback?
https://tinyurl.com/Studiosity2019
6. What students feel when seeking help
Most commonly occurring words were:
• anxious,
• busy,
• disheartened,
• isolated,
• lazy,
• nervous,
• pressured, silly, stressed, struggling, tense, worried.
7. Data & Approach
• The data for the study was gathered from a 12 month
period across multiple universities in Australia, New
Zealand, Singapore and the UK.
• We employed a manifest content analysis approach to
analyse comments volunteered by students at the
conclusion of an online feedback interaction.
8. What is Writing Feedback?
• Online, asynchronous service offering formative, pre-
submission feedback on academic writing to students
within a 24 hour time period.
• Students can choose to submit work for feedback on
English expression and style, structure, spelling,
grammar and/or referencing.
• The service is generally available online to students from
within an institution’s LMS.
9. What is Writing Feedback?
• Studiosity reviewers have tertiary qualifications, come from a
wide range of discipline backgrounds and have a strength in
academic writing.
• They do not provide comments on subject content or rewrite
the piece of work.
• Students are provided with a summary of actionable
strengths and weaknesses, including suggestions/examples
for improvement.
10. Our Data Sample
• 12 month period with 50,758 Writing Feedback
transactions
• 11,264 comments explored in more detail
• Satisfaction ratings for 99% of these transactions
using a 5-point Likert scale
11. Our Data Sample
• Students from more than 20 universities across all
states and territories of Australia
• Comments and ratings were made by students from
every Year/Level, Study Type and Study Mode.
12. Representation
Table 2: Comments by Year/Level Compared to Australian University Student Population (2018 First Half Year)
Year/Level % of Comments (11,264) % of Population (1,213,125)
Undergraduate 1st Year 42% 29%
Undergraduate All Years 82% 71%
Postgraduate Coursework 18% 27%
On Campus 51% 77%
Online (includes mixed mode) 49% 23%
Full-time 65% 75%
Part-time 35% 25%
13. Documents for Feedback
• The most common Document Type submitted was an
Essay (45%).
The significant differences in proportions were:
• Undergraduate 1st Years submitted a higher proportion of
Essays and Text Analyses
• Undergraduate 2nd and 3rd Years submitted a higher
proportion of Scientific Reports.
• Postgraduate students submitted a higher proportion of
Case Studies.
14. Documents for Feedback
Year/Level Comments Case
Study
Essay Scientific
Report
Short
Story
Speech Text Analysis Other
Pathway
Program
4% 4% 4% 3% 3% 4% 5% 5%
UG 1st Year 42% 37% 45% 33% 54% 46% 52% 42%
UG 2nd
Year
20% 23% 18% 26% 22% 27% 17% 19%
UG 3rd Year 15% 15% 15% 19% 9% 12% 11% 14%
Honours
Year
1% 1% 1% 4% 0% 0% 1% 1%
PG 18% 20% 17% 16% 12% 12% 14% 18%
Total
Number
11,264 1,665 5,035 691 74 26 259 3,514
% 100% 15% 45% 6% 1% 0% 2% 31%
Table 3 Proportion of Document Types submitted by Year/Level of the Student
15. Analysis
• The full dataset was imported into NVIVO12 to conduct a
manually coded manifest content analysis.
• many comments contained single words or expressions that
reflected an overall response only - with no further
information on why this was the case.
• Just ten words accounted for 28.5% of the word frequency
count.
16. Emerging Perspectives
• The comments can be summarised by a “generic
comment” constructed from all of these words:
“Thanks very much for the feedback, it was much
appreciated. This is a really great and timely service”
• The overall satisfaction ratings left by students are
consistent with this common response.
17. Student Ratings
For the whole dataset, the combinations of the ratings
• “5 Extremely Satisfied” and
• “4 Somewhat Satisfied”
accounted for 92% of the transactions (both with or without
comments).
18. Emerging Themes from Comments
• Attitude: positive, negative.
• Student and reviewer characteristics: knowledge, feelings,
communication, expectations.
• Characteristics of the content sought and received: accuracy, precision,
comprehensiveness.
• Experience of the technology and feedback process: timeliness, ease of
use and service provided.
• Outcomes of the feedback process: including desired changes
19. Student Feedback (on their experiences)
• From the word frequency count we see that some students
do identify Writing Feedback as a service (this word was
used 1,751 times).
Category Sub-category Sub-category Sub-category
Assurance Knowledge (responder and/or
student)
Coverage of the feedback:
comprehensive/precise
Content of the feedback:
examples/explanation
Empathy Human kindness/patience Clear communication
Reliability Accuracy Consistency Technology that works
Responsiveness Timeliness Specificity
Website and Tools Design Ease of use
Table 4 Service Experience Coding Categories and Sub-categories
20. Expectations
• Gronroos (1988) also identified that perceived service quality
is affected by how well the outcomes and experience match
the initial expectations of the customer.
• Suggests a “customer” brings an active set of knowledge,
skills, prior experiences and perceptions to a transaction.
• The words “expected” and “surprised” occurred frequently
enough in the comments word count to suggest the inclusion
of a category for Service Expectations.
21. Themes in Learning Experiences
The most common words used by students to indicate a change
in their work or themselves in these interactions were related to:
• Confidence
• Improvement
• Understanding
• Reinforcement
These were grouped under the overall category of Learning
Experience.
22. Confidence
• The role that Confidence plays in the development of
competence (Chickering and Reisser, 1993) and motivation
(Schunk, 1991) is well documented.
• It is not surprising that this word occurred in the comments
more than 500 times.
23. Analysis of Comments
• Developing Confidence is not only important for commencing
or returning students, it also appears to be important as
students encounter different types of work at different stages
of their studies.
• A reported increase in Confidence is frequently linked in the
comments with Attitude: Positive Improvement, with students
indicating they will also apply what they have learned to both
current and future work
24. Analysis of Comments
• The reported changes most commonly link increasing
Confidence with Improvement to current and future work and
to greater Understanding of the academic writing process.
• The changes are also reported by students at different
stages of their studies and when undertaking new types of
written work.
25. Proportion of Comments
Table 5 Proportion of Comments coded at each Year/Level for each of the high level Categories
Year/
Level
Comments Positive
Attitude
Negative
Attitude
Positive
and
Negative
Attitude
Service
Expectations
Service
Improvements
Service
Experience
(SE)
Learning
Experience
(LE)
Pathway
Program
4% 4% 4% 3% 1% 2% 4% 5%
UG 1st
Year
42% 43% 37% 37% 41% 39% 39% 45%
UG 2nd
Year
20% 19% 23% 28% 20% 18% 21% 18%
UG 3rd
Year
15% 15% 16% 11% 15% 12% 16% 16%
Honours
Year
1% 1% 1% 0% 1% 1% 1% 1%
PG 18% 18% 20% 22% 19% 27% 19% 16%
Total
Number
11,264 9,740 1,767 243 327 367 3,401 1,825
Total % 86% 16% 2% 3% 3% 30% 16%
26. Analysis of Comments
• Proportion of Attitude: Positive codes was high, consistent
with the proportion of high satisfaction ratings found in the
quantitative analysis.
• The proportion of Service Experience codes assigned was
almost double the proportion of Learning Experience codes.
• Undergraduate 1st Year student comments accounted for a
higher proportion of Learning Experience codes and a lower
proportion of the Service Experience codes.
27. Coding of Comments
• Postgraduate students accounted for a higher proportion of
Service Improvements codes.
• Undergraduate 2nd Years accounted for a higher proportion
of codes that are both Attitude: Positive and Negative
• The codes assigned for Website Design and Tools (237
comments) were mostly associated with suggested Service
Improvements.
• The codes assigned to Ease of Use (120) were 80% Attitude:
Positive. The Attitude: Negative were mostly associated with
requests for Service Improvements.
28. Service Experience
Table 6 Proportion of Comments coded at each Year/Level for each of the Service Experience Sub-
categories
Year/Level Comments Assurance Empathy Reliability Responsiveness % of Comments
Pathway Program 4% 3% 5% 2% 5% 4%
UG 1st Year 42% 40% 41% 36% 38% 39%
UG 2nd Year 20% 21% 20% 21% 21% 21%
UG 3rd Year 15% 17% 16% 17% 16% 16%
Honours Year 1% 1% 1% 1% 2% 1%
PG 18% 18% 17% 23% 20% 19%
Total Number 11,264 1,850 338 317 896
% of SE Comments 54% 10% 9% 26%
29. Learning Experience
Table 7 Proportion of Comments coded at each Year/Level for each of the Learning Experience Sub-categories
Year/Level Comments Confidence Improvement Reinforcement Understanding % of LE
comments
Pathway
Program
4% 6% 4% 4% 4% 5%
UG 1st Year 42% 48% 41% 45% 45% 45%
UG 2nd Year 20% 17% 17% 21% 16% 18%
UG 3rd Year 15% 13% 18% 17% 15% 16%
Honours Year 1% 1% 0% 1% 0% 0%
PG 18% 15% 19% 12% 18% 16%
Total Number 11,264 547 492 385 401
% of LE
Comments
30% 27% 21% 22%
30. Analysis of Comments (Learning Experience)
• Proportion coded for Confidence was higher than for the other
sub-categories.
• Proportion of Confidence codes was highest for Pathway
Programs and Undergraduate 1st Years.
31. Analysis of Comments: Learning Experience
• Comments that mentioned “first time I have attempted a
piece of work of this type” provide an insight into why
Confidence appears in comments at all Year/Levels.
32. What students feel
Most commonly occurring words were:
• anxious,
• busy,
• disheartened,
• isolated,
• lazy,
• nervous,
• pressured, silly, stressed, struggling, tense, worried.
33. More on Feelings
• This is consistent with the work of Kahu and Nelson (2018)
and Chong (2018), who emphasise the importance of a
student’s emotional response as part of their experience.
• An Attitude: Positive code for Empathy was closely related to
fewer feelings of isolation and to increasing Confidence.
34. Anslysis of Comments (Service Experience)
• The number of comments coded to Service Experience
categories was almost double (1.86 times) the number of
comments coded to Learning Experience categories.
• One probable reason is that the Service Experience
categories are multifaceted
• Table 8 shows how some of these sub-categories help to
explain the differences in emphasis found in the coding
results by different types of students in relation to what
contributes to a positive feedback experience.
35. Analysis of Comments (Service Experience)
Table 8 Service Experience Sub-Categories and Emphasis by Student Type
Category Sub-category More Important for Student Type:
Assurance Knowledge (responder and/or student) Postgraduate and
Undergraduate 3rd Year
Coverage of the feedback: comprehensive/precise All
Content of the feedback: examples/explanation Undergraduate 1st Year
Non-native English speaker and/or lacking
knowledge of English grammar
Empathy Human kindness/patience Undergraduate 1st Year
Non-native English speaker and/or lacking
knowledge of English grammar
Clear communication Non-native English speaker or lacking knowledge of
English grammar
Reliability Accuracy All
Consistency Postgraduate and
Undergraduate 3rd Year
Technology that works All
Responsiveness Timeliness All
Specificity Undergraduate 1st Year
Website and Tools Design All
Ease of use All
36. Wrapping things up
• This case study supports the position that the characteristics of
a positive writing feedback interaction can be described using
the dual and complementary lenses of service and learning
• Student perceptions of a feedback interaction may also be
influenced by their own personal characteristics and feelings
and by factors in their institutional environment.
• Changes reported by students to their feelings and their
proposed application of what they have learnt support the view
that a positive feedback interaction is also an active one.
37. Addressing our Research Questions
• Students perceive online writing feedback
interaction as a service and learning experience
• Changes in self-confidence or confidence regarding
their work were a result of the interactions
• Other factors such as expectations and institutional
settings also influence an interaction.
38. Future Work
• Future comment analyses may benefit from access to data
from more universities and data containing more contextual
information for the students, such as gender.
• It would also be interesting to explore ways in which more
students could be encouraged to report why they found their
feedback interaction to be a positive or negative experience.
• This above would facilitate a deeper understanding of the
lived experience of students and assist in the provision of
more effective writing feedback, where applicable,
throughout their studies.