We want your thoughts and feedback on the Learning Analytics pilot, so if you are a member of staff who teaches level 4 students then you have been part of the pilot and we would like to hear from you.
Please take a few minutes to complete our feedback form and tell us what you did and didn’t like and where you would like to see this project going.
Finally I would like to thank everyone who has participated in this pilot we value your thoughts and feedback and need them to be able to move this project forward.
For more information on this pilot please see previous posts.
On January 6th Peter Mccullen and Julie Fowlie launched BBS Quality Learning and Teaching blog site it is still a work in progress however it has links to a wide range of supporting information. It has a search function to enable you to easily find any relevant information
Pete has prepared some excellent guidance for writing exams. These notes are intended to help module leaders and teams to think about ways to improve students’ achievement of module learning outcomes during the ‘run up’ to the summer exams covering: the design of examination papers, student engagement and learning support, and revision lectures.
This is to remind everyone review the assessment and feedback guidance provided.
- Based on criteria – that have been made available (marking grid or rubric) using % weightings (this is a requirement)
- Non-judgemental language – avoiding using words such as ‘fails’, ‘lacks’, etc – the mark gives the judgement
- Developmental – tell the student how to develop, including appropriate resources
And new for 2017 Assessment Review and Submission point form
If there is anything missing please let us know and we can add it to the blog.
On January 6th Peter Mccullen and I launched BBS Quality Learning and Teaching blog site it is still under development however it has links to a wide range of supporting information.
This is to remind anyone who was not able to make it to please review the assessment and feedback guidance provided.
- Based on criteria – that have been made available (marking grid or rubric) using % weightings
- Non-judgmental language – avoiding using words such as ‘failure’, ‘lacks’, etc – the mark gives the judgement
- Developmental – tell the student how to develop, including appropriate resources
Summary of the initial feedback from the students participating in the Learning Analytics pilot
NOTE: If you are unfamiliar with the details of the Learning Analytics pilot more information can be found on the eLearning team’s blog
As the students have now had access to their Learning Analytics Dashboard for a number of weeks we wanted to start gathering feedback on their experience of using both the ‘How are you Doing?’ widget as well as the Learning Analytics Dashboard. The dashboard displays the following data to the students, and in each case their data is displayed alongside the average of the rest of their cohort:
- Assessment scores in their modules (Grade Centre data)
- The amount of time spent on studentcentral
- Their attendance (using data recorded via the Grade Centre and the classlist widget)
- Their timeline of happiness (this is not compared with any one elses data)
We ran 4 focus groups, one for each of the seminar groups involved and asked them the following questions:
- Did you use the ‘How are you doing widget’?
What did you think of the ‘How are you doing Widget’? Did knowing someone would follow up encourage or prevent you using it?
- Did the Learning Analytics data tell you anything you didn’t know?
Did you make any behavior changes as a result of the data? and what were they?
- Did you have any concerns or expectations about the project? and were they realised?
- What suggestions do you have for development? Changes to the display? Additional data that would be useful etc?
Approx 70 students are involved in the pilot groups, of which 34 participated in the focus groups.
71% of respondents used the ‘how are you doing’ widget
76% felt the data provided information they didn’t already have access to
56% felt the data had a positive affect on their behavior
Most students reported the dashboard provided information that they didn’t already know and a little over half of the students felt the data would influence and change their behavior for the better, ie. if their attendance dropped below average they would attend more, if grades were below average they would attempt to improve their performance. More details of the feedback received from the students can be found here – Learning Analytics Pilot Student Feedback
The next phase of the pilot is to give students access to the student ‘fitness’ analytics app, this is a nation wide pilot managed by JISC.
This pilot project has been underway since the beginning of term.
Please check the link below for the improved although not perfect attendance recording system we are piloting across all level 4 modules, all undergraduate degrees.
Learning Analytics – Attendance-Assessment
Without tutors recording attendance the pilot will not be as successful as it could be.
Tip – if you are finding using the computer in the seminar room not working as well as you would like you can use an iPad – the technicians do have a limited number you can borrow.
If you need some help please contact Marion Curdy M.E.Curdy@brighton.ac.uk or Julie Fowlie email@example.com
Any feedback please direct to Marion and that will inform the next stages.
The new and exciting addition is Student Finder, details on above link or direct to the video – Viewing a student’s My Engagement view Anyone involved in supporting Level 4 students should see the Student Finder Widget on your home page of Studentcentral. This will enable you to look up any level 4 student and see their overall attendance (to be treated with caution as attendance is not complete for all students), engagement with studentcentral and their current assessment marks against their cohort.
If you cannot see the Student Finder widget and you need access please let Marion know.
To follow– As part of the pilot the students in four seminar groups have had access to their own student engagement view and the results of the pilot will be posted very soon.
Students tell us they want more contact – what do they do with it? Learners have mobile devices, pen and paper are less visible, but how are the devices being used for learning? With the new cascade/curriculum design discussions suggesting students start with more contact to develop skills for more independent learning later in their study: this session involves talking with colleagues about how we encourage student learning in and out of class. Particular focus on note-taking, active reading, engagement with text, blogging, revision and a deeper engagement with what learners study.
Wednesday 8th February
1.00 to 2.00
Mithras House Room M138
There are a number of ways that technology can help with giving students access to our teaching and learning resources and with our need to provide students with feedback.
After the recent, excellent Work In On Assessment, organized by Julie and Pete – I thought it might be helpful to remind colleagues that if there are “things you want to try out” – a number of us are happy and willing to show you how – this message might be especially useful to new colleagues, but is there for all.
So if you want to:
Capture your voice while giving a lecture – and make the combined Powerpoint & audio available (very nice for students who do not have English as their first language)
Use a rubric to mark (maybe with audio comments)
Mark on an iPad (loaned from the technicians)
Do feel free to pop in and ask for hands on help from me:
asher, room 145 or
Hazel (professional office),
Donna (undergraduate office)
Julie (post graduate office)
or Julie (room 149)
The NSS will be officially launched at Brighton on Monday 6th February 2017.
This NSS Briefing Note has been prepared for distribution to all staff by the Strategic Planning Office. It contains key information on:
- Response rates
- Promoting the survey and ‘inappropriate influence’
- Your Voice Matters campaign – feeding back the feedback
- New survey questions
- Contacts and sources of useful information
This is particularity important for tutors who teach final year students. Please take the time to read the 2017 questions so you can understand exactly what questions the students will be answering.
One simple way to promote the survey is to add a strap-line to the signature area on emails (see below) as we are often solving problems and answering questions – this reinforces that we are supporting students.
Strap-line on email responses to students – Calling all final year students please complete the National Student Survey (NSS): your contribution is very important http://www.thestudentsurvey.com/
How to create and add a signature to messages
The results of the NSS will be used as part of the metrics of the Teaching Excellence Framework (TEF)
Some highlights colleagues might be interested in –
iPad Video Presentation Recording – particularly useful for assessed presentations (allowing the students to see their own video using a link added in gradecentre feedback)
Nearpod version of the Oregon Trail to support research design – This was an innovative way to help students understand how to write a research question and then think through appropriate research methods
All about Lynda.com – more detail about this great free resource saving the normal £30 monthly subscription charge!
Below is the link to all the information
Any queries you can contact Marion Curdy our Learning Technologies Adviser