The three tiered approach to learning analytics for teachers
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Presented at ACODE 70: Analytics and Adaptive Learning and Teaching. Held at Charles Sturt University (Orange Campus) 17-18 March 2016
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Learning Analytics: Seeking new insights from educational data
1) Learning analytics seeks new insights from educational data by measuring, collecting, analyzing and reporting data about learners and learning environments to optimize learning.
2) There are three eras of social science research: collecting simple data on important questions; getting the most from little data; and today's "big data" deluge allowing new questions.
3) Educational data can be analyzed through psychometrics, educational data mining, and learning analytics, typically focusing on assessment, learning over time, and wider contexts respectively.
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EWU HETS 2014 - Canvas Adoption in Washington State
This document discusses Eastern Washington University's selection of the Canvas learning management system through a collaborative statewide process. It summarizes that EWU aimed to replace its aging LMS, engaged stakeholders including faculty, evaluated options through a rigorous RFP process, selected Canvas which saw growing adoption rates, and advocates a collaborative approach to LMS selection.
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Helping researchers manage their data...at the University of Southampton
This document discusses the DataPool service at the University of Southampton which helps researchers manage their data. Some key points:
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L cwebinar toon_feb26-2015
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More from Charles Darwin University
Creating a new culture around authenticity and generative AI
Sankey, M. 2023. Creating a new culture around authenticity and generative AI. Research Bazaar Northern Territory. Charles Darwin University. Darwin. 25-26 October.
Reimagining authentic curriculum in the age of AI
The document summarizes key points from a discussion on reimagining authentic curriculum and assessment in the age of generative AI. It includes:
1. Three major challenges are contract cheating, impersonation, and generative AI which can produce written work.
2. There are opportunities to use AI to enhance student learning and productivity if designed appropriately. Students could become creators by using AI to aid understanding or produce new learning resources.
3. Authentic assessment needs to move beyond essays and emphasize real-world skills through activities like presentations that cannot be produced by AI as well as balancing written work with other assessments.
Embracing student innovation in the age of Generative AI
Sankey, M. 2023. Embracing student innovation in the age of Generative AI (Keynote Presentations). The 2023 WATTLE forum: InspirEd Horizons: Embracing Educational Innovation and Generative AI. University of Wollongong. 25 September.
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Assessment now and the next big ideas
Embracing AI in new forms of assessment
Presented at the Anthology – Innovate & Educate Australia – 2023. In this presentation I’ll lay foundation of the role academic integrity plays in relation to Generative AI and what this means for authentic assessment.
It will then provide examples of some contemporary approaches to the use of Generative AI in Assessment, from across the sector and,
in this particular case, we will consider what this might look in the Ultra platform.
I’ll provide a sector perspective as to what 34 of our Australian Uni’s are doing in relation to this. Based on the findings of a very recent sector-wide survey of Directors of TEL, conducted under the auspices of ACODE.
Disruption in TEL the way of the future and the way to go
This presentation considers some recent innovations and what has allowed them to work in education thanks to technology. It then discusses key technologies and practices and assessment integrity & AI generated content. Lastly it looks at what’s the next big thing for technology enhanced learning.
Technology & Social Inclusion: Enhancing the First Year Experience
Technology & Social Inclusion: Enhancing the First Year Experience
• Overview of current technology trends in higher education and their impact on student social inclusion
• Examples of successful technology-based initiatives aimed at improving the first-year experience for students
• Potential challenges and ethical considerations related to the use of technology for social inclusion
• Strategies for integrating technology into existing programs and resources to promote social inclusion
• Future directions for technology-based initiatives in promoting social inclusion in first year experience.
Presented at: ENHANCING STUDENT RETENTION & SUCCESS THROUGH FIRST YEAR EXPERIENCE, ORIENTATION AND SOCIAL INCLUSION: 2023. SkillingSA
Prof Michael Sankey, Director: Charles Darwin University
Principles of assessment
A presentation on what authentic assessment may look like in a post ChatGPT world. Presented on the 26 July to an Educational Design Workshop held at Charles Darwin University. His ten priorities for assessment include:
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- Reduce propensity for wide-spread quizzes for key assessments
- Look for opportunities for program-wide assessments (alignment across units)
- Weight assessment aligned with level of learning
- Increase emphasis on formative feedback for learning (feedback literacy)
- Designing active, collaborative, authentic assessment
- Increase the use of WIL, group and peer assessment
- Increase ‘assessment for inclusion’
Increased use of multimodal assessment
- Reduce essays and long form text that can be easily cheated
Embracing AI In Assessment
A presentation to the Academic staff of SISTC (Sydney International School of Technology and Commerce) on different techniques to adopt to work with Generative AI, such as ChatGPT and to consider different forms of assessment.
ACODE Presidential Address
Slides from my ACODE Presidential Address at the THETA Conference in Brisbane.
Sankey, M. 2023. ACODE Presidential Address. HETA 2023 Making Waves. Brisbane Convention Centre. Brisbane. 16-19 April.
Embracing AI for student and staff productivity.pptx
Sankey, M. 2023. Embracing AI for student and staff productivity. THETA 2023 Making Waves. Brisbane Convention Centre. Brisbane. 16-19 April.
Abstract: ChatGPT, and more broadly AI Transformers, has put the cat among the pigeons over recent months. Institutions are looking at different ways to provide the best possible advice to our staff and students. There is now consistent agreement, there can potentially be very positive outcomes for both students and staff, but we first need to understand this as a community. The theme of the ACODE 88 Meeting 2 March 2023 was ‘Embracing AI for student and staff productivity’. As this workshop we had some 200 participants; Director of TEL, Managers and Educational Designers, all bringing perspectives from their own institutions, to benchmark and understand were we stand on this complex, but exciting issue. As an output from this workshop, ACODE have developed a White paper, to help provide the sector with a way forward, one developed together.
Slowly moving from strength to strength: Micro-Credentials Downunder
A presentation to the The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March
The presentation considers:
- The rise of the skills economy in Australia and the Universities Accord
- The role Microcredentials will play in this
- The Governments Microcredentials Framework
- Development of the national MicroCredSeeker portal
- Grants and funding availabl from the government to build new industry-linked credentials
- and some future directions.
please cite: Sankey, M. (2023). Slowly moving from strength to strength: Micro-Credentials Downunder. The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March
Rethinking (higher) education ideas to stimulate challenging conversations.
Rethinking (higher) education ideas to stimulate challenging conversations.Charles Darwin University
Please cite: Sankey, M. (2023) Rethinking (higher) education ideas to stimulate challenging conversations. Education for the digital world: Transformation accelerator - learning session 3. University of Adelaide. 17 March.
A presentation to the University of Adelaide Leadership team.
The University has embarked on a Transformation Accelerator journey to design a future-fit Education for a Digital World strategy. The accelerator process involves five intensive co-design sessions that bring together more than 30 design participants from across the University, including Academic and Professional staff and Students. Participants have been challenged to be bold to formulate a distinctive and future-fit learning experience for future University of Adelaide learners, staff and stakeholders.
Three design sessions have now taken place, which have focussed on the future of education and the perspective of future learners. Inputs have included the CSIRO megatrends that might alter the landscape of higher education, drawing on a variety of experts and hearing from current and future students and prospective industry employers. Future learner profiles also provided an understanding of how our future learners will consume education.
A series of guest speaker sessions have been arranged for participants and wider University colleagues, covering a diverse range of relevant topics.
New trends for HE in Australasia: Learning to be agile
This presentation focuses on 6 trends in Australia:
- The rise of the skills economy
- The real possibilities of Microcredentials
- The challenge of AI – Learning tools, Analytics & Cheating
- The true hybridization of learning opportunities
- Getting real about First Nations Knowledges and diversity
- The work readiness of our graduates
Providing examples and considerations.
Meeting the challenges of contemporary online learning head-on
The document discusses challenges in contemporary online learning and how approaches have evolved. It notes that while online learning has been around for over 20 years, what was previously considered good practice is now being challenged by more student-centered approaches enabled by new technologies that allow for greater collaboration. It emphasizes the need for educators to consider changing assessments to be more authentic and interactive to better prepare students for today's environment.
Getting the good oil on SOTL
This presentation was delivered to the James Cook University Scholarship of Teaching and Learning Community of Practice (COP) on the 13 October 2022. It talks though what SoTL is, the benefit to Academic staff from different disciplines and the definite this can have to the University. It provides examples and anecdotes of practice and how this could be applied in and across academic discipline practices. A video of slightly a different version of this presentation can be accessed from https://youtu.be/qy6E57CyAOM
Slide 12 citation: Pienaar, J., & Clifton, D. (2018). Scholarly activity and the scholarship of learning and teaching. Central Queensland University (this may not be the exact title, description supplied by author).
Microcredentials in Australian universities: Cross-border opportunities
The document discusses microcredentials in Australian universities and their cross-border opportunities. It presents a maturity model for micro-credentials that was developed from a survey of higher education providers in 2021. The model indicates sectors' maturity based on factors like whether they have a platform for delivering microcredentials. It also discusses opportunities for Australian universities to offer microcredentials internationally, such as for critical skill acquisition, pathways to higher education, professional development, and industry partnerships. Importantly, microcredentials' portability requires accreditation.
Re-discovering authentic, collaborative and active learning within a TEL ecology
Re-discovering authentic, collaborative and active learning within a TEL ecologyCharles Darwin University
Presented at the Blackboard/Anthology Annual Teaching and Learning Conference 24 & 25 August 2022.
Abstract: It’s not easy to rethink teaching and assessment, particularly when not trained to do so. Or what you’ve been doing still seems to work OK. But contemporary education has been quietly moving on in most disciplines. Not the least reason being, academic integrity, preparing students for the world of work and a push to provide constructively aligned curriculum to help students position themselves for this. This shift involves new technologies, that provide new options for users that didn’t exist in the past. This presentation will highlight a range of approaches to teaching and assessment that have been used for decades in traditional classrooms, but post-COVID we now look at them through a new set of glasses that highlight their value in the virtual classroom. The aim is to stand on the shoulders of those who have gone before, to learn from them, and not consigning what they did to the history books, just because ‘we now teach online’.Advancing Hybrid Delivery: Viewing Lessons From the Past But Seeing Them Thro...
Advancing Hybrid Delivery: Viewing Lessons From the Past But Seeing Them Thro...Charles Darwin University
A presentation at the 3rd APAC Virtual Campus Forum on July 26th-28th, 2022.
This presentation: The necessity for us to rethinking delivery and assessment in the light of current trends
We’ve been slowly shifting the goal posts for a number of years now. But why?
Academic integrity, cheating vs authentic assessment
Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past
We will look at some things that were old but are now new again.Advancing knowledge by learning from the past, but by seeing this through TEL...
Advancing knowledge by learning from the past, but by seeing this through TEL...Charles Darwin University
This was a presentation at the Exploring Boundaries of Global Citizenship conference being run by Swinburne Vietnam.
In this presentation I look at:
The necessity for us to rethinking delivery and assessment in the light of current trends
We’ve been slowly shifting the goal posts for a number of years now. But why?
1) Academic integrity, cheating vs authentic assessment
2) Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
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Creating a new culture around authenticity and generative AI
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Embracing AI for student and staff productivity.pptx
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Slowly moving from strength to strength: Micro-Credentials Downunder
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Rethinking (higher) education ideas to stimulate challenging conversations.
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Re-discovering authentic, collaborative and active learning within a TEL ecology
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- 2. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081 Abstract If analytics are to be of any use to our teachers it needs to be: 1) accessible, 2) user friendly, and 3) extendable. We will see how USQ is currently sharing data across systems to monitor student behaviours across courses and to enhance learning support: • RightNow-CRM system (AskUSQ) • Moodle (USQ StudyDesk) We will look at how this can is being extended by: • Moodle engagement plugin • a USQ Data Warehouse
- 3. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081 Three phase approach • In 2013/4 SAF funding (longer term vision) • Developed a 3 phase plan towards developing learning analytics • Provide information in context when required Phase1 Provide access to cross-course support help data Phase2Provide basic engagement analytics Phase3 Develop L&T dashboard and extend across systems 2013 2014 2015 2016
- 4. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081 Phase 1 • Provide access to cross-course help data
- 5. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081
- 6. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081 • Details across three areas of RightNow
- 7. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081 Phase 2 • Provide basic engagement analytics
- 8. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081 • Activities identified to have impact on student success
- 9. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081 • Extra information to explain
- 10. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081 Phase 3 • Is it enough to just cover the LMS and help services? Data Warehouse
- 11. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081 • Most of us are like the rest of us
- 12. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081 Source: Adapted from Kek (2006, 2011, 2012), Bronfenbrenner (1979), Biggs (2003) Institutional Level (Exo Systems) Student Level (Micro System) ProductPresage Process Data framework. University structural factors such as level of study, mode of study Co-curricular Program & Services/ Student Services Academic Faculty/ Departments Demographic Motivation Family Other Learning and development Student outcomes Academic performance
- 13. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081 Integrated Data Architecture
- 14. CRICOS QLD00244B NSW 02225M TEQSA:PRF12081 Next Phase • Finish building the Reporting Dashboards • Identify the top questions • Develop an expanded set of success measures (expected outcomes) • What are the top questions academics want answered? • Are they any different to what we have now? • Questions?
Editor's Notes
- Conceptually data situated at two levels … so we have to collect those ‘data’ that impacts student outcomes … Key message here - you need 3 types of data - input data ---- experience data ----- outcomes data Indiv data – gender, residency status, study level Distal – mode of study, faculty, campus Distal – LAPsx Proximal – Final #course enrolled