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 - 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Creating a coherent performance indicator framework for the higher education ...Sonia Whiteley
The Australian Government recently made an ongoing commitment to a suite of innovative, integrated surveys that collect data about students’ experiences of their higher education from the commencement of their qualification to employment. The Quality Indicators for Learning and Teaching (QILT) survey program includes the Students Experience Survey, the Graduate Outcomes Survey, and the Employer Satisfaction Survey. All higher education institutions offering undergraduate and postgraduate courses in Australia, which includes 40 universities and around 105 private providers, are in-scope for the collection.
The QILT measures will work together to provide a coherent insight into student engagement, the student experience and post-study outcomes. The challenges of meeting this broad range of requirements to deliver an indicator framework that provides timely evidence for institutions to improve the experiences of current and future students and to position themselves in the higher education landscape will be discussed.
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!
Online writing feedback: A national study exploring the service and learning ...Studiosity.com
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.
Using Learning Analytics to Create our 'Preferred Future'John Whitmer, Ed.D.
One certainty about the future of higher education is that online technologies will play an increasingly central role in the creation and delivery of learning experiences, whether through mobile apps, MOOCs, open content, ePortfolios, and other resources. As adoption increases, the ‘digital exhaust’ recording technology use has increasing potential to understand student learning. The emergent field of Learning Analytics analyzes this data to provide actionable insights for students, for faculty, and for administrators. What have we learned in Learning Analytics to date? What challenges remain? How should we apply Learning Analytics to create our ‘preferred’ future’ that supports deep and meaningful learning
What data from 3 million learners can tell us about effective course designJohn Whitmer, Ed.D.
Presentation of research findings and implications from a large-scale analysis of LMS activity and grade data from across 927 institutions, 70,000 courses, and 3.3 million students. This webinar will speak to the promise (and potential pitfalls) of large-scale learning analytics research to promote student success.
Using Learning Analytics to Assess Innovation & Improve Student Achievement John Whitmer, Ed.D.
Presentation about Learning Analytics for JISC network event; discussion of research findings and implications for individual and institutions considering a Learning Analytics project. Also discuss implications for my work with Blackboard on "Platform Analytics."
The Virtuous Loop of Learning Analytics & Academic Technology Innovation John Whitmer, Ed.D.
Faculty and academic departments creating innovative educational practices are often starved for useful data and analysis to determine whether their innovations made a difference. Research has found that this data is a systematically significant predictor of success much more powerful than traditional demographic or academic preparedness variables. This leads to a “virtuous loop” in which digital technology adoption enables assessment which then improves educational practices using those technologies.
This presentation was delivered at the Online Learning Consortium Collaborate Event, November 19, 2015.
The Achievement Gap in Online Courses through a Learning Analytics LensJohn Whitmer, Ed.D.
Presentation at San Diego State University on April 12, 2013.
Educational researchers have found that students from under-represented minority families and other disadvantaged demographic backgrounds have lower achievement in online (or hybrid) courses compared to face-to-face course sections (Slate, Manuel, & Brinson Jr, 2002; Xu & Jaggars, 2013). However, these studies assume that "online course" is a homogeneous entity, and that student participation is uniform. The content and activity of the course is an opaque "black box", which leads to conclusions that are speculative at best and quite possibly further marginalize the very populations they intend to advocate for.
The emerging field of Learning Analytics promises to break open this black box understand how students use online course materials and the relationship between this use and student achievement. In this presentation, we will explore the countours of Learning Analytics, look at current applications of analytics, and discuss research applying a Learning Analytics research method to students from at-risk backgrounds. The findings of this research challenge stereotypes of these students as technologically unsophisticated and identify concrete learning activities that can support their success.
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.
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
Creating a coherent performance indicator framework for the higher education ...Sonia Whiteley
The Australian Government recently made an ongoing commitment to a suite of innovative, integrated surveys that collect data about students’ experiences of their higher education from the commencement of their qualification to employment. The Quality Indicators for Learning and Teaching (QILT) survey program includes the Students Experience Survey, the Graduate Outcomes Survey, and the Employer Satisfaction Survey. All higher education institutions offering undergraduate and postgraduate courses in Australia, which includes 40 universities and around 105 private providers, are in-scope for the collection.
The QILT measures will work together to provide a coherent insight into student engagement, the student experience and post-study outcomes. The challenges of meeting this broad range of requirements to deliver an indicator framework that provides timely evidence for institutions to improve the experiences of current and future students and to position themselves in the higher education landscape will be discussed.
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!
Online writing feedback: A national study exploring the service and learning ...Studiosity.com
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.
Using Learning Analytics to Create our 'Preferred Future'John Whitmer, Ed.D.
One certainty about the future of higher education is that online technologies will play an increasingly central role in the creation and delivery of learning experiences, whether through mobile apps, MOOCs, open content, ePortfolios, and other resources. As adoption increases, the ‘digital exhaust’ recording technology use has increasing potential to understand student learning. The emergent field of Learning Analytics analyzes this data to provide actionable insights for students, for faculty, and for administrators. What have we learned in Learning Analytics to date? What challenges remain? How should we apply Learning Analytics to create our ‘preferred’ future’ that supports deep and meaningful learning
What data from 3 million learners can tell us about effective course designJohn Whitmer, Ed.D.
Presentation of research findings and implications from a large-scale analysis of LMS activity and grade data from across 927 institutions, 70,000 courses, and 3.3 million students. This webinar will speak to the promise (and potential pitfalls) of large-scale learning analytics research to promote student success.
Using Learning Analytics to Assess Innovation & Improve Student Achievement John Whitmer, Ed.D.
Presentation about Learning Analytics for JISC network event; discussion of research findings and implications for individual and institutions considering a Learning Analytics project. Also discuss implications for my work with Blackboard on "Platform Analytics."
The Virtuous Loop of Learning Analytics & Academic Technology Innovation John Whitmer, Ed.D.
Faculty and academic departments creating innovative educational practices are often starved for useful data and analysis to determine whether their innovations made a difference. Research has found that this data is a systematically significant predictor of success much more powerful than traditional demographic or academic preparedness variables. This leads to a “virtuous loop” in which digital technology adoption enables assessment which then improves educational practices using those technologies.
This presentation was delivered at the Online Learning Consortium Collaborate Event, November 19, 2015.
The Achievement Gap in Online Courses through a Learning Analytics LensJohn Whitmer, Ed.D.
Presentation at San Diego State University on April 12, 2013.
Educational researchers have found that students from under-represented minority families and other disadvantaged demographic backgrounds have lower achievement in online (or hybrid) courses compared to face-to-face course sections (Slate, Manuel, & Brinson Jr, 2002; Xu & Jaggars, 2013). However, these studies assume that "online course" is a homogeneous entity, and that student participation is uniform. The content and activity of the course is an opaque "black box", which leads to conclusions that are speculative at best and quite possibly further marginalize the very populations they intend to advocate for.
The emerging field of Learning Analytics promises to break open this black box understand how students use online course materials and the relationship between this use and student achievement. In this presentation, we will explore the countours of Learning Analytics, look at current applications of analytics, and discuss research applying a Learning Analytics research method to students from at-risk backgrounds. The findings of this research challenge stereotypes of these students as technologically unsophisticated and identify concrete learning activities that can support their success.
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.
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
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.
Through the contracted services of a local non-profit organization, Education Pioneers, data was compiled and analyzed by one of their fellows over the course of a ten month fellowship.
The following slide deck contains the framework for which the actions and services of the West Contra Costa Unified School District (WCCUSD) 2016-2017 Local Control Accountability Plan (LCAP) were evaluated.
Liberate Learning through Next Generation Assessment -AACU 2018 Closing PlenaryG. Alex Ambrose
Abstract:
The ability to authentically capture and assess student opinions and growth has always been a challenge. Polls, surveys, and focus groups are some of the most common ways for administrators to gather assessment data at an institutional level; however, these indirect sources only serve as proxy indicators of student voices and experiences. And while ePortfolios may provide better and more authentic direct assessment, they are usually not faster or easier. How can we merge the efficiency of the forms, polls, and surveys with the power of ePortfolios to have a faster, better, and a deeper look into our students’ expectations? We will provide an overview of our current text mining assessment methods for over 2000 students ePortfolio reflections given specific prompts. These methods will provide a counter-narrative to indirect surveys that liberate all of our students’ unique voices and allow us to better align their aspirations in the arena of higher education.
Presenters:
G. Alex Ambrose, Program Director of ePortfolio Assessment, University of Notre Dame
Trunojoyo (Atun) Anggara, Academic Advisor and Educational Data Assessment Postdoctoral Fellow, University of Notre Dame
This presentation provides a snapshot of my work as Director of Student Learning Programs at Adlai E. Stevenson High School in Lincolnshire, Illinois. In this role, I oversee the development and coordination of multi-tiered system of supports (MTSS) and Response to Intervention (RtI) programs for our students. This works includes collaborating with district leadership team in supporting the creation and implementation of tiered levels of academic interventions, and evaluating the effectiveness and efficiencies of student learning programs through a continuous improvement cycle.
Satisfaction surveys have increasingly been used as a proxy for student learning in higher education, for example in the UK’s teaching excellence framework. However, in this keynote I will critically discuss this practice using OU data on 111,256 students on 151 different modules. Significantly higher student satisfaction was found in modules in which students received large amounts of learning materials and worked through them individually, than in courses where students had to collaborate and work together. However, the best predictor for whether students actually passed the module was whether there were collaborative learning activities, such as discussion forums and online tuition sessions. In fact, no relations were found between student satisfaction scores and academic performance in those modules. Therefore, during the keynote I will discuss whether or not we should actually listen to students’ feedback, and if yes which students’ voices we should adhere to.
Leveraging data to improve feedback processes: what counts in the journey fro...Rita Ndagire Kizito
A team presentation at the Bluenotes Virtual presentation where we introduce a data support system using a Wits Application and Blue Explorance to input and analyse course and teaching evaluation data . We then sketch the journey and give an account of the challenges encountered and how we are trying to address them.
Similar to Students First 2020 - Usage and impact of academic support (20)
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.
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.
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.
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]
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]
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Students First 2020 - Usage and impact of academic support
1. Usage and impact of academic
support
Jennifer Lawrence
Program Director Academic Success
@JennyALawrence
https://www.linkedin.com/in/jennyalawrence/
Jennifer.Lawrence@une.edu.au
4. Academic Support @ UNE
Academic
Support
External
(Studiosity)
Internal
(Academic
Skills Office)
Peer
Tutoring
RESTART &
PREP
First Year
Advisors
Tutors & Unit
Coordinators
5. Academic Support @ UNE
Data:
• January 2017 – December 2019 (note this splits UNE’s
summer Trimester 3)
• Just UG students
• Sources on usage:
– Studiosity dashboard exports
– Academic Skills Office booking system and SRM emails
– Vygo peer tutoring pilot
– RESTART & PREP SRM emails
~35,000 Students over this period of time
~112,000 Students trimester enrolments
8. Student use
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Awareness of the
serive
The timing it was
available
Previous
experience with
the tool (good or
bad)
Whether friends
had accessed it in
the past
Whether the
student thought it
was easy to use
Whether it was
provided by
internal UNE staff
or an external
service
Whether it was
focused on
subject specific
material
If it was
recommended by
a unit coordinator
Influencing factors
Not important Somewhat important Important Really important
Data Source: Internal UNE student survey conducted in late 2019 (N=781; ~5%)
9. Student use
• Students are pragmatic and habitual in their choices
– Influenced by practicalities, not friends
– Reluctant to change their habits
• Different types of students seek help from different
sources
• Expectation setting for both staff and students is key to
satisfaction, but challenging
• Opposite to findings of other studies (with on-campus
students) showing the ‘shop around’ academic support
services and are deeply influenced by friend
recommendations
11. Impact of support – Success
Stats
• One-way ANOVA
P = 0.007
N = 112,465
Conclusions
• We’re very sure
that students who
seek help do better
Analysed using Excel & SPSS
12. Impact of different types of
support - Success
Stats
• One-way
ANOVA
Lowest P ~0.8
N = 112,465
Conclusions
• Different types
of support
show mixed
impacts
Analysed using Excel & SPSS
13. Impact of support - Retention
Stats
• Binomial Test
P = 0.03
N = 79,677
Conclusions
• We’re reasonably
sure that students
who seek help are
more likely to
persist with their
studies40
50
60
70
80
90
2017T1 2017T2 2017T3 2018T1 2018T2 2018T3
Student progression between Trimesters
1 Trimester (Y) 1 Trimester (N)
1 or 2 Trimesters (Y) 1 or 2 Trimesters (N)
Analysed using Excel & SPSS
14. The BIG question
Correlation or Causation?
Are we just helping the
students who would succeed
anyway, or do these services
make a difference?
15. Comparison across Trimesters
Stats
• One-way ANOVA
P = 0.02
N = 12,459
Conclusions
• Support makes a
difference to
student success
outcomes
Analysed using Excel & SPSS
S – Supported NS – Not Supported
16. Summarising conclusions
1. Different students seek academic support from different
places for pragmatic reasons, and tend to stick to that
choice over time.
2. Students who access academic support, regardless of
what type, do better and are more likely to be retained.
3. Academic support services make a measurable
difference to student outcomes – they don’t just support
students who ‘would succeed anyway’.
18. Usage and impact of academic
support
Jennifer Lawrence
Program Director Academic Success
@JennyALawrence
https://www.linkedin.com/in/jennyalawrence/
Jennifer.Lawrence@une.edu.au
Editor's Notes
Mid-sized university, but highest proportion of both online and part-time students of any institution (90% of study at least one unit online)
Also the most mature student cohort in the country (Utas gets close – more seniors, but also more school leavers, CQU/CSU/SCU also close)
Multiple avenues for academic support at UNE
I manage the Internal ASO team, our Peer tutoring endeavours, and the external Studiosity contract personally. I also have data on our RESTART and PREP interactions. However, student interactions with First Year Advisors and tutors/unit coordinators are not collected consistently so I don’t have data on these.
Graph showing relative volumes of usage
We started to wonder what proportion of these students were using more than one service – as in, which of these are overlapping, and to what extent?
A greater proportion of students are seeking help from these services each year, but they tend to pick one or the other and not use both. This is where it got really interesting!
Demographic analysis showed that:
International students were more likely to seek help from ASO Appointments and Studiosity Writing Feedback, but Domestic students were most likely to use Studiosity Writing Feedback.
All modes of students were most likely to use Studiosity Writing Feedback, but On-Campus students were much more likely than Online students to seek help from the ASO.
Non-mature students (below 25) were more likely to seek help than mature students overall. Mature students were more likely than non-mature students to see the ASO, but both were more likely to use Studiosity than ASO.
Commencing students much more likely to seek help than continuing students. That is, students are most likely to seek help in their first year, then less likely after that. This last one is likely a result of advertising support services specifically to commencing students during orientation, so any new service takes several years to grow with the cohort.
Analysis showed that only a very small proportion of these students switch services within or between trimesters – that is, students pick a support service and tend to stick with it rather than shop around.
Survey results
So we asked them!
Overall
What did we learn? What factors influenced this?
Pragmatism – logistics, timing, perceived ease of use. Don’t care about friends recommendations.
Broad impact on success of seeking help, using ANOVA (Analysis of variance). For those interested in statistics I’ve included the technical terminology, but for those who aren’t I’ll explain a little further.
The ANOVA test compares the mean (average) marks across the different groups of students (those who sought help from each service, those who didn’t) and tells us whether there’s a significant difference between them. In this case I looked at over 100,000 student trimester enrolments (this is our N score, or the number of cases we’re examining – a larger sample means we can have greater confidence in the results, and because we’re looking at all undergraduate students at UNE over 3 years this is a very large sample set), and their average mark across their units in those trimesters. In this case we can see what appears to be a difference visually, but the ANOVA tells us whether this is truly a difference or whether the variation could be nothing more than a coincidence. A ‘P’ value of less than 0.05 is considered significant (that is, there’s a >95% chance the difference in grades is because of help seeking), and here we see a value much lower than that. It’s worth being aware, though, that the ANOVA test is very generalised – it tells us whether there’s a needle in this haystack but won’t tell us where, or what particular factors contribute to that difference.
Impact on success/grades across different services
This graph shows the same data, but instead of categorised throughout time (showing the different trimesters) I’ve categorised it by the type of support services students accessed. For example, a small number of students accessed all available academic support – and all of them passed. Highlighted in blue for comparison is the group who didn’t seek support from these services. You can see that some accessed only one type of support, or both Studiosity services, or the writing feedback via both Studiosity and ASO. Looking across this graph you can see a high degree of variability – in the previous graph it was pretty clear even visually that the group who got support did better than the group that didn’t, but here we’re seeing huge variation. What this means is that whilst we know students who get support do better than those who don’t, there’s not one particular type of support that shows clear benefits over any of the others, with the possible exception of saying that students who seek support from several different services (these columns on the far left) tend to have a higher pass rate than those who only use one service, or who use none. And that visual check is bourne out in the statistical analysis – just like for the previous model, with this one the P test tell sus whether there is statistical significance to these results, and the P test results for each category here were quite high (the lowest category was in the 0.8 range, well above our desired 0.05) indicating there’s nothing particularly significant there.
The next step from this analysis would be to examine if particular types of students (perhaps by demographic factors) get better results from particular types of support – perhaps if you’re a mature, FIF student studying business the writing support offered by Studiosity will be more likely to lead to success than booking an appointment with ASO. I haven’t yet gone that far, but I hope to
so we can tailor our recommendations to students.
Broad impact on retention of seeking help (regardless of service)
For each student enrolled in a particular trimester for study I checked whether they were still enrolled the next trimester, or the one after that (to account for students who routinely don’t study over Trimester 3 during summer), and compared this with their help seeking. Rather than looking at unit level withdrawals prior to or after census date, this is looking at whether students progress and persist with their studies in the trimester after they sought help. This is likely related to success (a student who passes a prerequisite subject is more able to progress to the next trimester, regardless of whether they want to persist). Note that the data for this examines students who studied from 2017T1 through to 2018T3, and their progression on into 2019T1 and 2019T2. So this is a smaller sample set (N is lower), but looks at the same period of time. The P value for this test, looking at persistence on into 1 or 2 trimesters into the future, was 0.03 – lower than our usual 0.05 threshold, so enough to be significant, but not to the same degree that we saw with success impacts. So we’re reasonably sure there’s an impact that isn’t just coincidence, whereas with the tests looking at grades we were very very sure.
So then I ran the same test I did for the success impact study – comparing the different types of support to see if there were particular patterns that led to retention. And I got the same result – I won’t show this chart as it’s quite a messy one, but suffice it to say that it was very similar to what we saw with student success. The numbers were extremely variable, in both a positive and negative direction, with no statistically significant connections. Essentially, there was no clear story there except the overarching narrative we’re seeing that support, regardless of the type of support, leads to better retention and success. So we’re very sure that students who seek help are more likely to persist with their studies, but it doesn’t matter much what kind of support. Again, there may be variation based on the type of students seeking different types of support, but I haven’t gone that far down the rabbit hole yet.
This has proven difficult to ascertain at UNE – some previous studies at other institutions have used ATAR or entry scores to make this comparison, but most UNE students are mature and enter the university via different mechanisms. I considered looking at just the students who entered with ATAR and comparing those who sought support with those who didn’t, but at that point it started getting down to a very small sample size (N of less than 5000) which didn’t give me the same degree of certainty I’d become used to with the previous studies. It also occurred to me that I’d be counting out UNE’s most significant cohort, and potentially end up using whatever findings I made to make decisions about support for that majority cohort that were based on data from the minority cohort.
In the end, I started comparing the same students across different trimesters of their study – if they accessed help in one trimester but not in the next (or vice versa) did it have an impact?
Compare the same students in different semesters (ones who started with help, then abandoned it; and those who started with no help then found it later)
For this test, I looked particularly at 2019 Trimester 1 and 2, just for ease of data manipulation. By this stage I was running reasonably complex formulae to get my data in the right format, and with over 100,000 entries that was beginning to be difficult to manage, so I limited my data set to take a closer look. 2019 was the year we had the highest proportion of students accessing our support services, as by then more students were aware of them, so this gave me a more balanced data set.
When I ran the numbers you can see some variation just in the chart here – the students who went from accessing support to not accessing support (the first box plot) grades were more negative, whereas the ones who went from no support to accessing support don’t show that level of skew. The ones who stuck with their pattern of support (particular no support, which was by far the largest group) were more balanced – both positive and negative. So I ran the ANOVA check to test for significance. And they were! Most of these had such a low P value that it didn’t register at my settings (4 decimals), a couple came in at 0.02. This means that in each of these categories we see a very different distribution of grade changes from trimester to trimester – the change in the pattern of student behaviour in terms of accessing support has an impact in almost all directions (be it positive or negative). The only one that was higher was the comparison between those who consistently accessed support, and those who changed from no support to accessing support. This was a bit of a curiosity to me – on every other comparison we see significant differences, but for students who started off with no support then later started accessing it we don’t see a difference with students who were accessing support all along. When I thought about this, it essentially means the students who were not accessing support to start with but then do are the ones who ‘would succeed anyway’, and the students who accessed support all along are essentially using that support to ‘catch up’.
So what does all this mean? This is the beginning of establishing causation. Looking at the same student over time, whether or not they access support has a significant impact on their success. This means the support services are changing things for these students – the students accessing support see a different outcome BECAUSE of that support. It’s not that the students who are prone to seeking help will succeed anyway, the support can change things.
So what does this mean?
Firstly, we’re not barking up the wrong tree in spending $000’s on support services, they do make the differences we hope they will in terms of supporting students success and retention.
Secondly, there are implications here for how we evaluate such services and make decisions about them – rather than comparing an internal academic skills support office to external support services such as Studiosity, say, we should see the whole suite of support services as an ecosystem. We have a diverse student body, we need a diverse set of tools to support them. Our focus in managing such systems should be on making sure we have the right mix and balance of such services, that there are no gaps between what the whole ecosystem provides and what our students need, and that they are well informed of what each service offers so they can make effective decisions about how and when to seek help.