10:10 – 10:30
SGT |
12:10 – 12:30
AEST |
Exploring student views and perceptions of Learning Analytics
Bill Searle, Charles Darwin University, Australia
It is widely acknowledged that institutions and academics see great value in the use of analytics to drive student success. However, little evidence or practice exists in relation to student perceptions and expectations.
Learning Analytics affords the opportunity to encourage student metacognition and reflection, however for this to occur, learners must have access to information about their learning and understand its meaning. Concern has been raised regarding student data literacy and their understanding of the information that is being collected and used.
Over 18 months Charles Darwin University and Flinders University, in partnership with other Innovative Research Universities (IRU) ran a project to explore student perceptions of learning analytics.
This session will present the findings from the project. It will highlight what data students think is collected, their level of comfort, degree of usefulness, concerns, how they would like information displayed and matters concerning policy and practice. |
10:30 – 10:50
SGT |
12:30 – 12:50
AEST |
Addressing the Online Learning Challenges of 2020 with Customised Data
Val Ruffle, James Cook University, Australia
In 2020 JCU has, like other institutions endeavoured to meet the challenges of moving to online instruction. The demands on educators to, not only provide an exceptional learning environment, but also provide just-in-time support to students have sort out data to assist their work. Online Student engagement has taken an important role in assisting educators to draw conclusions about how their cohort is coping with this sudden learning environment.We have continued to provide specific data to our Subject Coordinators, Student Support staff and Associate Deans in Colleges. Whilst our Academics can access a great deal of engagement data themselves at any time, we have continued to provide our Academics with specific customised weekly data that relates to the week of the semester.Looking forward, we can see that a more customised consistent approach to data will enable Academics to respond to the needs of their students in a timelier manner. Academics are time poor and so we want to ensure the data is easy to use and act on. Semester 2 2020 will be an opportunity to implement best practice data rollouts institution wide in an attempt to inform as well as innovate online learning. Utilising Pyramid BI tools and the Analytics data warehouse, reports will be rolled out directly to users on the front line of education at JCU. |
10:50 – 11:10
SGT |
12:50 – 13:10
AEST |
Creating Quizzes in the Time of COVID-19: Efficiencies of using open source code for rapid question generation
Dr. Vincent Kim, Western Sydney University, Australia
Western Sydney University’s Learning Futures team were responsible for building over three hundred and thirty exams in Blackboard within a four-week period. The explosion of online examinations as a response to the Coronavirus pandemic, led our team to contemplate efficiencies of generating quiz questions fast. Quiz questions were submitted using MS Word, which would usually mean a long and laborious cut and paste exercise into the Blackboard pool. Using open source code from xxx, we created a quiz generator that expedited this process to a matter minutes. With the correct answer being designated with an asterisk, Multiple Choice Questions could be exported into a zip file that uploaded into the pool section with little fuss. This tool was developed to include: Multiple Choice; Multiple Answer; True/False; Essay; Fill in the blank and Matching question types, complete with easy to follow instructions. This was utilised by a unique team that was gathered across the University with differing levels of Blackboard experience. |
11:10 – 12:00
SGT |
13:10 – 14:00
AEST |
Break |
12:00 – 12:40
SGT |
14:00 – 14:40
AEST |
Reflecting on Teaching and Learning Design and Effectiveness using Course Analytics
Adele Kam, INTI International College Penang, Malaysia
Course Analytics reports generated in Blackboard Learn provide valuable information for the reflection on the effectiveness of course design. This presentation will highlight a case study on how the reports, namely Course at-a-Glance, Activity and Grade Scatter Plot and Activity Matrix reports were used to evaluate the relationship between formative assessment activities and the students’ learning performance in a course. The reports provide information on the level of engagement with the course activities for individual students, and relates their engagement patterns to their performance in various assessments. Such information is useful to inform whether the formative learning activities were effective in helping students grasp the subject matter and develop mastery of relevant skills for the discipline. Consequently, the data from Course Analytics provide a means for course instructors to reflect on the effectiveness of their learning design. In addition, the reports were also used to help students self-reflect on their own learning engagement and to demonstrate that their performance is positively correlated to engagement with the learning activities. This approach supported processes to monitor and assist at-risk students towards learning improvement. |
12:40 – 13:00
SGT |
14:40 – 15:00
AEST |
An Integrated View of Learning Analytics
Dr. Glenn Mason, Western Sydney University, Australia
The rapid escalation of the use of Blackboard as the primary platform for the delivery of teaching and learning at Western Sydney University has resulted in a growing interest in the effective use and interpretation of learning analytics data. In this presentation, we outline the professional development workshops that have been developed to respond to this growing interest. The workshops were designed to reflect an integrated view of learning analytics and the objective was to introduce academic colleagues at the University with a holistic view of the learning analytics landscape. This included strategies to help academics in their interpretation and use of behavioural data as well as methods to help academics embed elements in their material to enable the analysis of students’ cognitive engagement. Workshops also covered how learning analytics data could be used to improve learning design and teaching practice. Future work to extend the integrated view of learning analytics to support teaching and learning at the University will be discussed. |
13:00 – 13:20
SGT |
15:00 – 15:20
AEST |
Using branching videos to create online simulated learning experience
Michael Grant, Federation University, Australia
Narrative pedagogy is an approach designed to compliment the conventional approaches to education. It is concerned with understanding the meaning of events to people, appreciating multiple perspectives and the emotional content of health care.
More simply termed, it’s storytelling, to teach complex clinical topics. Narrative pedagogy is an approach that evolves from the lived experiences.
Through the use of human actors and real-world locations, and leveraging the features of Kaltura RAPT in conjunction with a Learning Management system (LMS), we were able to create an online simulated fictional community that students and teachers can engage with as part of their learning in the classroom as groups, or individually online.
This presentation, will showcase and example of this simulation and explore the project teams journey from conception through development to delivery. |
13:20
SGT |
15:20
AEST |
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