||Workshop: So you have Analytics, what's next?
Deborah West, Director, OLT, Charles Darwin University
Nicole Wall, Senior Consultant, International Consulting, Blackboard
Increasingly, a whole range of data is available to teachers in relation to their students and the interaction with the curriculum. Yet all of this is will only make a difference if something is done with it. This interactive workshop will explore how data generated from analytics can be interpreted and actioned by teachers. Using a series of case studies and mock-up data participants will be asked to interpret and make action plans for taking the next step to make a difference.
||An Evaluation of University Tutors' Perception of the Use of Grade Mark for Formative Assessment
James Kwan, Lecturer
Nanyang Technological University
The use of online tools to marking formative essay assignments in universities is not widely used as most of the marking is performed by hand with little assistance from computers (Denton, 2003; Heinrich, Milne, Ramsay, & Morrison, 2009). In Singapore, most of the private education institutions (PEI) do not employ e-marking tools in managing and marking of essay assignments. In addition to time and cost factors, resistance to changes by tutors, lack of institutional and IT support could all be the plausible reasons for shunning these e-marking tools (Heinrich, Milne, Crooks, & Granshaw, 2006; White, 2000).
The framework of this presentation seeks to evaluate and compare the variation in tutors’ personal epistemology with respect to the benefits, challenges and the types of institutional support provided by one of the largest PEIs in Singapore, Kaplan Higher Education (“Kaplan”), which intends to adopt GradeMark, an online marking tool, in marking formative assessments required by its three university’s undergraduate programmes.
||Blackboard Analytics for Learn: A recipe for success
Richard Stals, Senior Learning Solutions Advisor
Edith Cowan University
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys. We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
||What can institutional big data tell us?
Mark Northover, Associate Head of CfLAT AUT Online
Auckland University of Technology
AUT’s strategy and planning team has been analysing institutional data for some years, largely looking at student retention and success. This data has been used to develop what has been called the ‘Schools Dashboard’ (looking at and comparing success rates across Faculties, Schools, programmes, etc). Success rates have also been analysed with respect to ‘known’ factors about students (e.g. demographic characteristics, university entry levels among others).
For the past year the AUT Data Warehouse has also been absorbing daily activity data from our Blackboard LMS, to develop a picture of student engagement. This has been combined with students’ digital footprint to better predict the likelihood of success, with the goal of intervening earlier for students at risk.
This presentation will discuss some of these processes and the findings so far at a relatively early stage of understanding what this integrated data can tell us.
||Incorporating learning science into the institutional-level design of course-level analytics
Sakinah Alhadad, Learning Research & Evaluation Consultant, Griffith University | Learning Futures
Co-Author: Professor Alf Lizzio, Dean (Learning Futures), Griffith University
Learning analytics, as a tool, serves as a means to provide meaningful, actionable and timely data about students’ learning at the course-level, where the impact for student learning can be optimised. As a function of this endeavour, we have re-designed the Blackboard out-of-the-box integrated learning analytics reports with the aim of providing key users at the course-level (e.g., Course Convenors, teaching teams, Educational Designers and Blended Learning Advisors) contextualised within the LMS. The process has involved applying science of learning and information processing principles, considerations regarding the ethical use of information and developing formats that scaffold users across a wide range of data literacy/capability. Given the wide range in ability to interpret, translate, and transform data into instructional action (pedagogical data literacy, Mandinach, 2009), this emergent re-design falls under an academic capacity development framework aimed at bridging this gap between pedagogy and data practice in order to equip academics with the tools necessary to inform their own teaching practice and promote academics’ design thinking for learning.
In this presentation, we will cover some aspects of our design principles, as well as the academic development framework designed.
||The First Year Experience
Lisa Curran, Senior Educational Developer and Davida Smith, Senior Advisor, Learning & Teaching Quality
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
RMIT’s University’s College of Business offers innovative academic programs that align with the Ready for Life and Work 2020 strategy. Regular reviews of programs and quality initiatives, along with ensuring 21st century skills and the application of digital pedagogies, ensures the College of Business is providing programs and courses that are learner centred, equivalent across transnational locations and modes, constructively aligned and mapped to industry and professional accreditation standards.