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LIGHTHOUSE @ MATT EAST SENIOR LEARNING TECHNOLOGIST FACULTY OF SCIENCE & TECHNOLOGY
@mdleast RODNEY TAMBLYN
CONSULTANT- ACADEMIC PILOTS
TALIS
@ocnb3
#talisinsight
ARU
• Post 92 University• 4 core campuses (Cambridge/Chelmsford/Peterborough/London)• MANY international partners (30+)• 39000 students internationally • Hugely varied portfolio • Hugely varied campus student demographic• Currently using TADC (since 2015) and Aspire (since 2014) across ARU.
THE PILOT - THE PROBLEM
• Custom built LMS• ‘The student engagement agenda’• The problems with bad ‘big data’ • Attendance • Student preparation• DATA
WHY WE GOT INVOLVED
• Like to try new things• Something different • Perceptions of student engagement (and lack of) • Huge opportunities• Interested parties.• Research opportunities • Product shaping
THE PILOT- WHO GOT INVOLVED
• Coaching and Performance in Football (Distance Learning) [10 students]
• Psychology (3rd year) [70 students]• Forensic Science (2nd year/Masters) [118/ 6 students]• MSc Sports Science- blended learning [13 students]• Biomedical Science (1st Year) [116 students]
WHO GOT INVOLVED- ACADEMIC PERSONAS
• The Keeno• The Data ferret • The Researcher• The ‘new to HE’ academic • The luddite• The support staff
WHAT WE EXPECTED- CONSUMER BEHAVIOR
• Passive Engagement • Little repeat business• Module guide most read resource
• Only looking at assessment information • Cramming (before lecture and before assessment)• Tail off on engagement through semester • Pick up at end (exams/assessment period)
The reason this system is exciting, is we can finally see if this is reality!
WHAT WE FOUND- MODULE GUIDE
Football Biomedical Science Forensic Science
WHAT WE FOUND- ENGAGEMENT Week 1 Week 4 Week 6 Week 9
*Biomedical Science
REPEAT BUSINESS OR LACK OF ENGAGEMENT
Student A- Highly Engaged Student B- One time engagement
FOCUS GROUPS- STAFF
• Analytics very useful but under-utilised• Very simple setup and management • Resource management • Who used the data more? • App is a positive addition• “Can I use next year please?”
FOCUS GROUP: DL SUPPORT STAFF
• Data very simple to analyse useful for identifying tail off/non engaged• Upload of resource very simple and effective • More aesthetically pleasing than what we can offer now• Increased functionality (mobile app, etc.) • No student feedback (no news is good news)• Wanted to track tutor engagement too! • Edge case changes recommended.
FINDINGS AND THOUGHTS
• Passive Engagement – Yep, apart from the oddities• Little repeat business- Pretty much• Module guide most read resource- Absolutely!
• Only looking at assessment information- Definitely • Cramming (before lecture and before assessment)- Can’t
really tell this yet• Tail off on engagement through semester- Alarmingly so with
F2F• Pick up at end (exams/assessment period)- Will tell you in 3
weeks
• Refinement of resource structures required• More analysis of discussions required• Higher level of data required (module overview)• More data for document/student level desired• Early warning systems would be awesome! • More exploration for app needed• Explanation of data, what we can see, and why
Conclusion= Awesome! More please!
SOME MORE QUOTES
• “I really wanted to know how useful the documents we supply actually are [ for students], so for me the analytics have been brilliant”
• “I put content and for me it's easy and I really like it. So I am positively enthusiastic. It’s like - brilliant, I've got it all sorted out.”
• “We shouldn’t under estimate the amount of time that some students spend doing outside learning, but tracking what they do outside of resources is a challenge but would be incredibly valuable”
• “I think it’s enhanced my module leadership. I can visualise what students are doing which really helps. Next semester i’ll be using my experience to develop better modules next year.”
THE FUTURE OF LIGHTHOUSE @ ARU
• Expanding project across faculties• Course level pilots (larger courses, every module)• Good practice guides on delivery and setup. • Research projects using LH data• API• More of a pedagogic/pastoral focus (i.e. interventions based on
findings)
