Tag Archives: Learning analytics

Making the most of a UCISA bursary award at ALT 2018

Marieke Guy
Learning Technologist
Royal Agricultural University

Planning for ALT 2018

It’s only 12 days and 17 hours till ALT 2018 – ALT’s 25th annual conference and the biggest meet up of Learning Technologists this side of the Atlantic (possibly?)
I have been lucky enough to be funded to attend by the UCISA bursary scheme and I intend to make good use of my subsidized ticket.
There is so much on it’s hard to know where to start but in traditional festival fashion I have a list of potential topics and sessions, though who knows what will happen when I actually get there!
Student engagement – At the Royal Agricultural University (RAU) we really want to get better at asking the students what they think. This year we ran the Jisc digital student experience and it was both enlightening and a little scary. I’d like to hear more about how other institutions have been using their data so will be attending Rating their digital experience – what do our students really, really want?.   I might follow this up with What organisational variables support a positive student digital experience? – which also looks at the broader tracker data. The session on Students as partners in technology initiatives: How does the technology aspect affect partnerships, and how can we make the most of this? also looks interesting.
Staff  digital skills – We also need to improve our staff digital literacy so the session on Witchcraft to Wonder – My journey empowering staff with technology sounds like a definite.
Data – I’m a big data fan and it is an area we’d like to explore at RAU. The session on Getting to grips with Learner Dashboards: a research informed critical approach to understanding their potential will be useful as does the well-named session Honey I shrunk the data: small design steps towards a data-informed blended learning approach .  I might also attend the workshop session on Using learning analytics to inform evidence-based interventions on live courses. Hopefully we can get some dashboards up and running in the next year.
VR – Virtual Reality offers so much potential. I’m hoping the Creating VR: what we learned along the way session will give some good pointers on how to get started. There is also Virtual Learning Environments: Walking in the Park or Wandering in the Jungle?. Sounds appropriate for an agricultural university!
Multimedia – Video is where it’s at. If I get time I will take a look at OSCEs at the Oscars: how video assessment has stolen the show and I like the look of the workshop Capturing Imaginations: Why it’s important to consider alternative uses of (lecture) capture technologies .
Distance learning and course design – For the Catalyst project, we need to design four blended learning programmes from scratch so any ideas are useful. I might try OSCAR: A Structured Approach to Course Design. We also know that we will be using ePortfolios for a considerable chunk of the assessments and the talk on Eportfolios in placements: unlocking the potential through collaboration could prove useful.
I’ll also be catching the keynotes from the fantastic all-female line up: Dr Tressie McMillan Cottom, Dr Maren Deepwell and Amber Thomas.

I will be presenting a poster during the poster and talk session entitled From little acorns…growing a learning technology culture.  If you’d like to discuss what it’s like being part of a one-person team then please find me. As I explain in the brief the poster is “of interest to anyone who wants to hear about how ‘more with less’ is possible if you make the most of collaborations and outside help. There will be lots of useful tips and far too many agriculture analogies!” I’ll post up my poster as soon as it’s finished.
Of course, as we all know the networking opportunities are what really make a conference. The Awards Evening and Dinner at the Midland Hotel will be great and I’m looking forward to hearing who has been voted ALT Learning Technologist of the Year.
I’ll also be catching up with my fellow UCISA bursary winner Karl Luke (Business Change Officer from Cardiff University). Karl and I bumped into each other at the recent Panopto user group meet up in Birmingham. We’ll clink glasses on behalf of UCISA!
Interested in applying for a UCISA bursary? Then visit UCISA Bursary Scheme.

Learning analytics, MOOCs and the Examinations Factory

gillian
Gillian Fielding
Learning and Skills Development Manager
University of Salford

 

 

Reflections on the first day of the EUNIS conference

I have to say how delighted I am to be here, and thank you to UCISA for awarding me this bursary award.  I confess I had not heard of EUNIS prior to the award and have rapidly come to realise how much we have to learn from this organisation. .

Expect the unexpected

And what a start to the Congress! Gerry Pennell from Manchester University gave a fascinating presentation about how he managed the IT for the London Olympics. IT Directors wouldn’t be surprised by his content but for me as a Digital Skills Manager there was so much in it. Having said that, the key difference from HE, and maybe of interest to IT Directors, was the deadline. It could NOT slip. Also of interest was everyone’s motivation in taking those roles considering they knew that the role would end immediately after the event. Understanding what drove people helped.

Other lessons for our sector: “expect the unexpected”. Cyberattacks were expected and ‘easy’ to deal with, wobbly poles caused by screaming crowds were not. Keeping calm and addressing issues was essential. It was essential to resolve the wobbly pole issue so potential photo finishes in the 100m finals were discernible. Gerry pointed out that projects can be delivered on time and should not drag on. Staying focused on the ‘must haves’, not getting side-tracked with bells and whistles, were key factors.

In year, immediate use of learning analytics

Use of learner analytics to go beyond retaining students was covered by Cheryl Reynolds from Huddersfield University in her really thought-provoking presentation. Cheryl and Cath Ellis used data from Turnitin’s GradeCentre to alter the curriculum during the module to suit immediately evident needs. Examples included students not using subject specific literature, incorrect use of possessive apostrophes and having poor, or non-existent, introductions. Data from GradeCentre was immediately analysed to form part of the next lesson on whatever was needed to find those that were closely associated with success. The data was presented to the students, carefully, so they could learn and improve. Cheryl pointed out this needs to be done discreetly so as not to embarrass anyone or negatively impact the low achievers.

In his presentation entitled ‘Blowing Backwards into the Future of Higher Education’, Anders Norberg of UMEA University pointed out the need and some of the issues we need to address to change our thinking about teaching and learning. He illustrated this by saying we often use ‘transfer learning’ in education but outside education people learn by ‘experimental learning’, suggesting this is an unsustainable mismatch. Anders raised many thought-provoking points, including that we think of learning in rooms, and that defines how we approach content and timescales. We need to move away from this, from ‘courses’ to ‘learning expeditions’.

MOOCs

Many aspects of MOOCs were covered, practical and otherwise, in the presentations from Yves Epelboin and Juan Antonio Martínez Carrascal. The number of MOOCs are rapidly, very rapidly, increasing. The main player is the Spanish ‘Miriada’ who are big in the South American market, ‘FutureLearn’ is next, then the French ‘Universite Numerique’ and the German ‘iVersity’. Interestingly, iVeristy has said there is no (MOOC) business in HE, they are focusing on working with the private sector.

Student retention – no one knows how many get to the end, some are lurkers and some are not interested in the quizzes and assessment. There is no research on what people want out of MOOCs. Flipped learning and SPOCs had benefits for HE in that they allowed academics to start dipping their toes in the waters of what’s needed for MOOCs. The advice from both presentations for HE was to start getting into MOOCs.

Eunis has resources on MOOCs.

Prof Mark Stubbs’ presentation was on Manchester Metropolitan’s Eunis Elite Award-winning EQAL project to implement major system changes across the institution to easily enable students’ wishes for ‘engaging and well-organised courses’ and ‘inspirational tutors who know me’. The project saw the student information system, Moodle and timetabling all talk to each other and give students their timetables, amongst other things, on their mobile devices. The project included single course codes, five well-written learning outcomes with employability skills and provided academics with useful analytics, and took four years to complete. I’m not surprised it was award-winning.

Blackboard’s Dan Peters’ presentation on the opportunities that ‘selfies’ offer us, was another thought-provoking session. Dan gave a convincing case that selfies were evidence of students wanted to produce and that we should monopolise on that in education. Dan cited Stanford who had interestingly made lecture attendance optional after introducing the flipped classroom and problem-based learning approach. They found that attendance increased. They didn’t produce their own recording but used OERs.

Reasons for academics not to engage were discussed e.g. time, skill, however the arguments for were compelling: use of OERs; recordings don’t need to be BBC quality; students want short, engaging content.

Assessment and electronic assessments formed the final sessions of the day. Gill Ferrell pointed to the fabulous resources that JISC have produced to guide staff when considering or reviewing assessment.  Possibly the most important point in this session was that peer reviews have a high impact on learning, though we need to explain to students why they are doing peer assessments, especially as it is not what they expect of HE. Gill also flagged the new JISC mailing list.

Copenhagen University and the Swiss Federal Institute addressed one of the sector’s key strategic challenges (see UCISA’s Strategic challenges for IT Services publication) by sharing their interesting practice in on-line assessments. Both are undertaking large numbers of on-line assessments in Copenhagen in the ‘Examinations Factory’ – a dedicated building. Practical issues covered cheating but little new here, looking over shoulders was still the same as when I was at school and did my 11+ (a long gone UK test for 10/11 year olds). Randomised questions helped mitigate the possibility of cheating. The other issues they’d had were also not new to exam cheating e.g. bringing data/devices (USBs and mobiles etc) into the testing room, and were easily combatted with locked systems and mobile detectors.

The benefits were improved quality, learning outcomes and efficiency, as well as easier to read exam scripts, so well worth it. Average cost €21 per exam. Many different types of exams were held, the obvious multiple choice, also ‘written’ exams, task based ones including conducting an Information Literacy search. The only exam types that were not possible were hand sketched submissions and ones which included written formula.

A great but exhausting first day. In the land of the ‘summer light’ I shall be getting an early night to rest my challenged brain.

You can follow Gillian’s Tweets @g_fielding, or follow the conference hashtag #eunis14.